Predoctoral Psychology Internship
Information & Application
The predoctoral psychology internship offered by the
Candidates must be enrolled in a doctoral program in either counseling or clinical psychology. All of the formal course work and comprehensive examinations for the doctorate should be completed, including supervised practicum courses in counseling and/or psychotherapy. Additional clinical training experiences and experience working within a university setting are highly desirable.
Currently there are three full-time psychology internship positions. The internship is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and is accredited by the American Psychological Association (APA). Interns are currently offered a $24,875 stipend for the internship year.
The aim of the
In addition to the focus on training in psychotherapy and supervision, the Catholic University Counseling Center Internship program offers a variety of training experiences. Interns are able to assist the in-house psychiatrist during medical evaluations, act as a liaison to Residence Life staff, assist the Dean of Students, and support student athletes.
at CUA University Counseling Center
The senior staff are all licensed practicing mental health professionals. Currently, in addition to the three predoctoral psychology interns, the staff includes five full-time psychologists, one full-time and one part-time social worker, one part-time psychiatrist, 10 graduate student externs, and six practicum students from the clinical psychology doctoral program at CUA.
The staff at the Center spends roughly 40 percent of time in counseling, 25 percent in training and supervision, and 20 percent in consultation, staff development, and university programs. In addition, staff participate in a variety of activities including group psychotherapy, outreach activities, teaching, committee work, administration, and research. The clinical staff represents a number of theoretical approaches to psychotherapy. Senior staff are members of the American Psychological Association or National Association of Social Workers and have specialized training in a variety of clinical areas, including cognitive-behavioral therapy, psychodynamic therapy, treatment of eating disorders, sex therapy, and multicultural issues.
The center also provides a practicum setting for CUA’s doctoral program in clinical psychology and a clinical externship for doctoral candidates from throughout the Washington-Baltimore area. The center provides supervision, clients, and agency support to the practicum students at CUA and additional opportunities for externs. Staff are very proud of the reputation of the clinical externship housed in the center, and they participate in the recruitment and selection of graduate students from local clinical graduate programs. Interns have the opportunity to participate in these training programs in a wide variety of ways. CUA’s clinical psychology students may also participate in clinical research for their theses and dissertations within the center.
The internship has been an APPIC member site since 2003. It participates in the annual match and adheres to all APPIC policies and criteria.
The internship program has been accredited by the APA since 2009. For more information about the accreditation process, please contact the APA Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC, 20002-4242; 202-336-5979.
Each year, approximately 10 percent of the undergraduate and graduate students at
The internship offered by the
While on internship, interns are exposed to many different theoretical perspectives, such as psychodynamic, cognitive-behavioral, behavioral, systems, and client-centered. This enables interns to function not only within the college counseling center community, but also opens up possibilities in many other mental health settings.
This training experience aims to bring theory and scientific knowledge to life through practice in accordance with the practitioner-scholar model (Rodolfa, Kaslow, Stewart, Keilin, & Baker, 2005). Throughout the training year, interns are assigned relevant literature to inform their practice not only of psychotherapy but also of supervision, group therapy, cultural competence, and the development of an identity as a psychotherapist. Supervisors serve as models for the practitioner-scholar approach, and interns are encouraged to bring to supervision questions that involve integrating theory and practice.
EXPERIMENTIAL TRAINING ACTIVITIES
The areas of emphasis at the
Where appropriate the internship experience is organized in a sequential, developmental manner, encompassing increasing degrees of complexity as the training year progresses. This developmental approach is followed in the didactic training as well as the experiential components. In the spirit of the developmental approach, interns undergo a systematic and thorough orientation to the
Mentorship at the
DIVERSITY AND MULTICULTURAL AWARENESS
An integral part of the training mission involves theoretical knowledge and the experiential application of diversity and multicultural issues. The aim is to translate theory into practice in an ongoing manner throughout the year. Interns are expected not only to complete the assigned readings for the bi-monthly Culture in Practice Seminar but also to provide clinical material where relevant in an attempt to integrate these elements. Efforts are made to assign them clients who are diverse in terms of race, religion, gender identity, socioeconomic background, age, disability status, and clinical severity. Supervisors continuously monitor interns’ caseloads to ensure that caseloads expose interns to as much diversity as possible. Interns are formally evaluated in terms of their multicultural acuity and sensitivity across therapeutic modalities. Self-awareness of individual biases and prejudices and consideration of how these might affect clinical and supervisory work are further important components of the training program’s efforts to train culturally effective clinicians. Finally, outreach activities within the multicultural realm are encouraged and expected. For example, there are several opportunities for working with International Student and Scholar Services, the study abroad community, Disability Support Services, and non-traditional students.
Rodolfa, E. R., Kaslow, N. J., Stewart, A. E., Keilin, W. G., & Baker, J. (2005). Internship training: Do models really matter? Professional Psychology: Research and Practice, 36, 25-31.
The internship is designed to provide excellent training and supervision in the various activities and responsibilities practiced by a professional psychologist. The staff members at CUA’s
The aims of the internship training program are as follows:
- To prepare graduate students who have completed their doctoral studies for applied work in the field of psychology.
- To provide consistent, intensive, and professional supervision in training activities.
- To provide interns the opportunities for the refinement of their clinical skills necessary to practice as professional psychologists.
- To provide flexible training that allows each intern to develop according to his or her own personal and professional needs.
- To provide a social environment where interns are supported while developing their professional identity.
Interns at the
INDIVIDUAL COUNSELING & PSYCHOTHERAPY
The major focus of the training program is on providing direct counseling services to the university population. While receiving intensive supervision, interns gain a broad range of experiences with diverse clients and clinical issues. Interns are able to gain experience using different therapeutic modalities, and length of treatment may vary from brief interventions to therapy throughout the internship year. Interns designate twelve hours per week for individual counseling.
GROUP COUNSELING & PSYCHOTHERAPY
Interns participate in all phases of establishing a psychotherapy group for either undergraduate or graduate students, including creative advertising, conducting pre-screenings, co-leading the group with a senior staff member, and (if applicable) providing feedback to a trainee process observer. These are usually process groups for high-functioning students who are dealing with a wide range of issues and who would benefit from the exploration and development of their relational dynamics. Interns may also become involved in support groups or treatment groups for specific clinical issues. The year culminates in a presentation given to senior staff in which interns have the opportunity to consolidate theory and practice.
Interns receive a variety of supervision experiences. Interns each select a primary supervisor with whom they meet for two hours per week. Interns also select a secondary supervisor with whom they meet for one hour per week. Interns meet weekly with a third supervisor for an hour of group supervision and, during the fall and spring semesters, with a fourth supervisor for supervision of interns' supervision of externs (see “Supervision of Externs,” below). Interns receive supervision in group therapy and in group supervision by their group co-leader and group supervision co-leader, respectively. Interns also meet weekly with the director of internship training to receive an ongoing orientation and to address professional development needs.
INTAKE INTERVIEWS AND ASSESSMENT
Like other trainees and senior staff, the interns conduct weekly intake assessments. The intake consists of a 50-minute interview/assessment used to determine the best treatment for clients. The intake counselor is responsible for determining the presenting problem, assessing the severity of the problem, gathering relevant history, judging the need for timely interventions, and discussing the treatment options that are available. Intake counselors write an Intake Evaluation that becomes part of the client’s record. Staff are responsible for a specific number of intake appointments per week; each intern’s schedule provides for two intakes per week. Interns are also expected to use a variety of assessment instruments during the internship. They are trained as needed in use of the Suicide Status Form-II-R and Counseling Center Assessment of Psychological Symptoms.
INTERNSHIP TRAINING SEMINAR
Every week a two-hour seminar is conducted by a senior staff member or other skilled clinician from the DC/VA/MD area. Seminar topics have included grief and loss, eating disorders, CBT for panic disorder, private practice, outreach, crisis intervention, and many other topics. Interns are invited to request topics to be covered in these seminars.
CULTURE IN PRACTICE SEMINAR
It is widely accepted that culture is inextricably intertwined with psychotherapy. This every other week applied seminar approaches culture as a broad construct with many dimensions, and endeavors to integrate cultural theories and self-exploration with current clinical practice.
EVIDENCE-BASED PRACTICE SEMINAR
SUPERVISION OF EXTERNS
The staff is very committed to training and believes that learning to supervise others is an integral part of professional development. During the fall and spring semesters, each intern (along with a senior staff member) co-leads either a weekly supervision group for externs or a weekly case conference for externs. In this role each intern is supervised by his or her senior staff co-leader. Interns meet regularly with their co-leaders as part of training in supervision. Interns participate in a group supervision of supervision seminar led by a senior staff member every other week.
CONSULTATION WITH THE STAFF PSYCHIATRIST
Each intern sits in monthly with the staff psychiatrist. During this consultation the intern observes and assists the psychiatrist in medical evaluations and follow-up appointments and in the preparation of case notes and reports. Interns learn about the integration of therapy and psychopharmacology and how to collaborate with psychiatrists.
Interns are expected to respond to crises experienced by their own clients. Assistance is always available to the intern in those instances where an emergency situation requires hospitalization or other atypical measures. Interns are also responsible for carrying the
RESIDENCE HALL LIAISON / OUTREACH & CONSULTATION
Interns engage with different residence halls on multiple levels. If there is a crisis on campus that involves a residence hall, the intern, with the assistance of a senior staff member, responds to that emergency. Each intern is also required to create and present one workshop per semester during the academic year on campus (usually, but not always, within normal working hours) that is tailored to the needs of students, faculty, or the
PERSONAL AND PROFESSIONAL DEVELOPMENT
Interns participate in senior staff meetings and case presentations. Outside experts are occasionally brought into the agency to provide consultation and advanced training, and interns join senior staff in these presentations. Interns are encouraged to attend other training opportunities and are allotted five days for professional development during their internship year. Interns meet with the internship training director weekly for ongoing orientation and professional development review.
SAMPLE WEEKLY TRAINING SCHEDULE FOR 2011-2012
Activity Hours/Week Direct Face-to-Face Clinical Service Activities Individual, couples, assessment client hours 12.0 Intake interviews 2.0 Group therapy Group therapy session (2.0) 2.0 Weekly emergency response hours 2.0 Total Direct Clinical Hours 18 Supervision Received Primary supervision of individual therapy, intakes, assessment, crisis intervention 2.0 Supervision w/ secondary supervisor 1.0 Intern supervision group 1.0 Supervision of group therapy 1.0 Supervision meeting following extern group (with group co-leader) 1.0 TRAINING SEMINARS 1.0 Intern seminar (+ 30 minutes travel time) 2.5 Supervision Seminar/biweekly .5 Culture in Practice Seminar/biweekly .5 Group Therapy Seminar/biweekly .5 Evidence Based Practice Seminar/biweekly .5 Total Training (Supervision and Seminars) 11.5 Providing Training to Students Provide supervision to externs in group format 2.0 Provide supervision to practicum students 1.0 Total Provision of Training 3.0 Outreach and Consultation Consultation/Outreach (avg. weekly) 1.0 Outreach/Consult. Supervision and Administration 1.0 Total Outreach, Consult, Admin 2.0 Other Administrative time 3.5 Staff meeting 2.0 Psychiatry Rotation and Periodic Consultation 1.0 Total Other 6.5 Grand total 40.0
Direct Face-to-Face Clinical Service Activities
Individual, couples, assessment client hours
Group therapy session (2.0)
Weekly emergency response hours
Total Direct Clinical Hours
Primary supervision of individual therapy, intakes, assessment, crisis intervention
Supervision w/ secondary supervisor
Intern supervision group
Supervision of group therapy
Supervision meeting following extern group (with group co-leader)
Intern seminar (+ 30 minutes travel time)
Culture in Practice Seminar/biweekly
Group Therapy Seminar/biweekly
Evidence Based Practice Seminar/biweekly
Total Training (Supervision and Seminars)
Providing Training to Students
Provide supervision to externs in group format
Provide supervision to practicum students
Total Provision of Training
Outreach and Consultation
Consultation/Outreach (avg. weekly)
Outreach/Consult. Supervision and Administration
Total Outreach, Consult, Admin
Psychiatry Rotation and Periodic Consultation
At the end of the fall semester and again near the end of the internship year, interns are given formal feedback about their professional skills and performances. Evaluations are written by all staff members who supervise interns, and interns write evaluations for each of their clinical supervisors. The evaluations are communicated to the intern both verbally and in writing by the primary supervisor before they are forwarded to the Training Director. As a part of this process, group and individual supervisors may exchange information and/or perceptions about the progress of interns. In addition to evaluation of the interns, we ask interns to evaluate the program and their experiences at the Center. Evaluations are viewed as critical aspects of training and allow individuals to maximize their strengths and develop new competencies.
Qualifications of Candidates
Candidates must be enrolled in a doctoral program in counseling or clinical psychology. All formal course work and comprehensive exams for the doctorate should be completed, including supervised practicum courses in counseling/psychotherapy.
The internship is for a one-year period from August 1, 2013, to July 31, 2014. There is a $24,875/year stipend.
Basic employee benefits include use of Dufour Athletic Center and use of the Metro Library Consortium. Health insurance is also available, although interns have often found premiums to be less expensive if maintained at the intern’s home university. In addition to 7 days of paid vacation and 5 professional days, interns are given vacation time during the holidays supported by the University. Interns are encouraged to take the majority of their vacation time during the summer months, when it is least disruptive to the functioning of the Counseling Center and to the care of our clients.
We ask that interns carry their own professional liability insurance coverage. Malpractice insurance is available for student members of the American Psychological Association at a relatively low cost; the Counseling Center will pay the cost of this insurance.
Competitive candidates will be asked to come to the campus to be interviewed. These interviews provide the candidates an opportunity to meet our staff, view our facility, and learn more about the theoretical orientations of the clinicians, styles of supervision, professional activities offered, and overall feel of the agency. APPIC matches are contingent upon successful completion of standard criminal background checks. Minority students are encouraged to apply.
Please use APPIC’s online application process (http://www.appic.org) and include the following:
A current curriculum vitae
Official transcripts of all graduate work
Three (3) letters of reference
Our site participates in the APPIC Match process and abides by the Match policies: http://www.natmatch.com/
Fall 2012 Deadline: Monday, November 12, 2012
For additional information, please contact:
Jeffrey R. Volkmann, Ph.D.
Director of Internship Training
127 O’Boyle Hall
Catholic University of America
Washington, DC 20064
SENIOR STAFF 2012-2013
Monroe Rayburn, Ph.D.
Director, Counseling Center
Jeff Volkmann, Ph.D.
Staff Psychologist and Director of Internship Training
Dorothy Daly Van Dam, L.I.C.S.W.
Staff Social Worker and Director of Externship Training
Mark LaSota, Ph.D.
Staff Psychologist and Director of Outreach
Katie Campana-Scherer, Ph.D.
Afiya Mangum, Ph.D.
Leigh Stewart, Psy.D.
Karen Miller, L.I.C.S.W.
Staff Social Worker
Sabrina Crawford, Psy.D.
Angiolina Melchiorre, M.D.
Morgan McDonald, M.A.
2012-13 Heather Diamond-Fisch George Washington University
Koko Nishi George Washington University
Lisa Strauch George Washington University
2011-12 Aubrey Gartner, Ph.D. Virginia Commonwealth University
Helena (Mimi) Martin, Ph.D. University of Maryland - College Park
Ben Molland, Psy.D. University of Denver
2010-11 J.Robert Parker, Ph.D. Eastern Michigan University
Laura Kushner, Ph.D. American University
Adriana Pilafova, Ph.D. George Mason University
2009-10 Johanna Kaplan, Ph.D. Catholic University of America
Rune Mølbak, Ph.D. Duquesne University
2008-09 Elisabeth Boersma, Psy.D. George Washington University
Jessica Swope, Ph.D. Catholic University of America
2007-08 Johanna Arenaza, Psy.D. George Washington University
Leigh Stewart, Psy.D. Massachusetts School for Professional Psychology
2006-07 Sarah Johnson, Psy.D. Loyola College in Maryland
John Reynolds, M.A. George Mason University
2005-06 Sabrina Carrie, Psy.D. George Washington University
Megan Kerbs, Psy.D. George Washington University
2004-05 Belinda Lehman, Ph.D. Catholic University of America
Deema Sihweil, Psy.D. George Washington University
2003-04 George McMahon, Ph.D. University of Georgia
Suzanne Nortier, Psy.D. George Washington University