Crisis Information

Emergencies: 911

CAPS (Mon-Fri, 8am-5pm):
(814) 863-0395

Penn State Crisis Line (24/7):
(877) 229-6400

Crisis Text Line (24/7):
txt "LIONS" to 741741


CAPS Locations

- Student Health Center (SHC)
- Bank of America (BoA)
- Allenway Building (Downtown)
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collage of students involved in individual and group counselling sessions

Internship


APA Accredited
Doctoral Internship
in Health Service Psychology

2018-2019


Program Code: 154711


Old Main, Penn State

Penn State's central administration building, Old Main, was
built on the site of the original Old Main in 1930.

CAPS Doctoral Internship in Health Service Psychology

Accreditation Information

About the Center/About the Program

The Staff
Administrative Structure
The University Setting
Diversity at Penn State University

The Program

Philosophy and Goals
Educational Model
Our Training Program

Internship Admissions, Support, and Initial Placement Data

Internship Program Admissions
Financial and Other Benefit Support
Initial Post-Internship Positions

Detailed Description of Program

Secondary Emphases
Summer Opportunities
Other Training Opportunities
Areas of Concentration

An Invitation

Weekly Time Breakdowns

Staff Members

Current Interns

Previous Interns

Application Information

 

 

 

CAPS Doctoral Internship in Health Service Psychology

The Center for Counseling and Psychological Services (CAPS) at Penn State offers a full-time twelve month doctoral internship designed to provide high quality training in the multiple functions carried out within a major university counseling center. Intensively supervised experiences are offered in individual and group counseling/psychotherapy, crisis intervention, assessment and diagnosis, consultation/outreach, research, training, and other activities appropriate to the setting. Professional development is fostered within the context of a service-delivery system, which has a long-standing tradition of dedication to excellence in training. The Program has been APA accredited for the past 34 years. We had our most recent site visit in the summer of 2013 and we received accreditation for seven years.

Accreditation Information

The doctoral internship in Health Service Psychology is fully accredited by the American Psychological Association. Questions pertaining to our program's accreditation status should be directed to:

Office of Program Consultation and Accreditation

American Psychological Association

750 First St., NE

Washington, D.C., 20002

Phone: (202) 336-5979

Email: apaaccred@apa.org

About the Center/About the Program

Student Health Center

CAPS is located on the 5th floor of the Student Health Center

The Center for Counseling and Psychological Services is a unit of Student Affairs. The Center is the major and primary mental health and personal counseling resource for the over 45,000 students at Penn State's University Park Campus. Each year our staff sees approximately 3,800 Penn State students for a total of over 19,000 contacts. During their years at Penn State, nearly one-sixth of all students use our services for a wide variety of problems ranging from normal developmental issues to more extreme psychopathology. Typical presenting problems include interpersonal concerns, depression, anxiety, lack of motivation or concentration, poor academic performance, eating disorders, and trauma. Less typical but frequently seen problems include various forms of more severe psychological disturbance.

The Center has four primary modes of service delivery, including brief urgent evaluation and follow-up, short-term individual and couples therapy and, group counseling/therapy/workshops. Urgent evaluation and follow-up refers to a program in which clients are seen immediately following the phone screening for up to three sessions for further assessment, counseling, and referral as needed. Short-term individual therapy (from 6-9 sessions including the First Appointment) is offered to students with personal concerns that do not seem appropriate for group intervention. Long-term therapy is not generally provided by the Center; however, interns are allowed to see a limited number of long-term therapy cases through occasional extended counseling for ethnic minority and LGBT students and others where clinical need and financial need warrant such continued services. CAPS may also provide longer term counseling for athletes with drug and alcohol problems, eating disorders, or other emotional difficulties. Sexual assault survivors may also be seen for extended services. An extensive group program is offered, with approximately 20-25 groups per semester being offered. The majority of groups offered are general therapy groups, including those directed at specific populations (e.g., undergraduate women's groups, returning adult and graduate student groups, ment's therapy group). In addition, theme oriented groups or clinics are also offerred (e.g. sexual assault recovery, stress management, eating disorder recovery, loss, substance abuse, anxiety, insomnia, perfectionism, mindful mood management). The Center also offers a number of Discussion and Support Groups directed at specific populations (e.g. Women of Color Empowerment, Conversations on Culture and Belonging, Penn State Students on the Spectrum, etc.). Urgent evaluation is provided during regular working hours but there is no 24 hour on-call system. Workshops are also offered on a weekly basis.

Psychiatric services are also offered through a full-time psychiatrist and through psychiatric nurse practitioners. In addition, clinical assessments using a variety of psychological tests are conducted with clients when appropriate.

The Center also conducts extensive outreach programming for the University community as well as consultation for various departments and groups on campus. An active training program for practicum students from Penn State and other campuses, a post-doc program, as well as the internship program are major components of the Center. Major blocks of time are also devoted to staff development, training, and research.

The Center is located on the fifth floor of the Student Health Center, which also houses the University Health Services. Due to recent expansion, CAPS now has a second location next door in the Bank of America Building, as well as a third location in downtown State College near campus. The interns are located in the Student Health Center building.


The Staff

We are a staff of seventeen psychologists with backgrounds in counseling psychology or clinical psychology, six social workers, three psychiatric nurse practitioners and a psychiatrist, one full-time addictions specialists, three licensed professional counselors, and additional clinical service providers, five-six practicum students, four full-time interns, four post-docs, as well as Associate Clinical Staff.

Approximately 50% of staff time is devoted to the delivery of direct clinical and counseling services. An equivalent amount of staff time is spent in training and supervision, consultation and outreach, staff development, administrative responsibilities, as well as research and program evaluation.

The theoretical orientation of our staff includes a range of theoretical orientations, within a context of strong humanistic values. Significant interest and expertise exist in psychodynamic, existential-humanistic, feminist, interpersonal, and cognitive-behavioral models, with most staff members being theoretically integrative and most operating within the short-term model.


Administrative Structure

The Center is a major budgetary unit under the jurisdiction of the Office of the Vice President for Student Affairs. Within the Center, in addition to the Director, there are two Assistant Directors, one responsible for Training and one for Clinical Services, and an Associate Director for Research, Technology, and Operations. In addition, many senior staff members have an area of coordinative responsibility.


The University Setting

Campus Mall

Penn State is the single greatest provider of higher education in the state, enrolling one of every ten college students in Pennsylvania. Since its founding in 1855, it has established an international reputation for excellence in education, research, and public service.

The University's 540-acre campus is located in State College, a pleasant university community located in a lovely valley closely surrounded by the Allegheny Mountains. The population of Centre County stands at over 130,000.

Palmer MuseumThe University is the major intellectual, cultural, and recreational resource for Central Pennsylvania, providing access to extensive libraries and major artistic and musical events. The Bryce Jordan Center on Penn State's University Park campus brings major concerts and entertainment events to the area and the Center for the Performing Arts on campus also has an excellent Artist Series each year. The State Theater in downtown State College brings interesting performances to the area as well. Penn State has a reputation for outstanding sports programs and fine sports facilities (e.g., superb swimming pools, tennis courts, golf courses, running trails, etc.). Penn State is a member of the B1G Ten Conference. In addition, the Centre Region offers ample outdoor recreational opportunities, including hiking, swimming, camping, fishing, and downhill and cross-country skiing. The University is located in the geographic center of Pennsylvania, approximately a four-hour drive to Philadelphia, New York City and Washington, D.C., and a three hour drive to Baltimore and Pittsburgh.


Diversity at Penn State University

Framework to Foster Diversity
Are there opportunities to experience diversity? Penn State is committed to promoting diversity and has created a document outlining plans and efforts to this end, called Fostering and Embracing a Diverse World-Strategie Plan 2016-2020

The university continues to successfully attract a vibrant, diverse student body as indicated in Penn State’s Fact Book (http://www.budget.psu.edu/factbook/). With the influence of such a diverse student body, staff, and faculty, the State College community boasts a number of ethnically diverse restaurants, grocers, and merchants that give State College a cosmopolitan flavor. Centre County is rurally located with pockets of Amish communities not too far away. Together, the local and rural communities create a living experience that combines some of the best of both worlds (rural and cosmopolitan). For those who like their urban experiences in larger doses, State College is a relatively short drive to more major metropolitan areas: Pittsburgh (3 hrs.), Philadelphia (4 hrs.), Washington, D.C. (4 hrs.), New York City (4 hrs.), and Baltimore (3 hrs.). Weekend visits are quite manageable with relatively inexpensive busses going to many of these cities several times a day.

In terms of campus and town, a number of groups exist which can provide a network for the interns to join. Internship is a year to transition from student to professional, so there are opportunities to join both student groups and professional faculty/staff groups. There are 87 student organizations that serve various multicultural/international constituencies. These organizations include the Black Graduate Student Association, Chinese Students and Scholars Association, Caribbean Student Association, Puerto Rican Student Association, Black Caucus, LGBTA Student Coalition, as well as organizations for Indian, Korean, Filipino, Native American, and Vietnamese students, among others. Some professional organizations include the Forum on Black Affairs and Parents, Family, and Friends of Lesbians and Gays in State College.  Penn State also has various committees and commissions designed to improve the campus climate and examine the progress PSU is making in the area of recruitment and retention of individuals from diverse backgrounds (e.g. Commission on Lesbian, Gay, Bisexual, Transgender and Queer Equity; Commission on Racial/Ethnic Diversity). 

In addition, there are ongoing cultural activities and programs throughout the year. The Distinguished Speakers Series has featured John Legend, Dr. M. Joycelyn Elders, Terry McMillan, Magic Johnson, Cornel West, Elaine H. Kim, Maya Angelou, Laverne Cox, and George Takei to name a few. The Paul Robeson Cultural Center sponsors many cultural events and activities that reflect the diversity of the Penn State population, including art exhibits, educational speakers, films, plays, and musical presentations. Well attended annual events during the year include the Martin Luther King, Jr. Memorial Banquet, Touch of Africa, Kwanzaa Extravaganza, Chinese New Year Celebration, and National Coming Out Day.Paul Robeson Cultural Center The LGBTA Student Resource Center also sponsors many events and activities designed to bring LGBTA students, faculty, and staff together. University Park has hosted a number of popular concerts, including Macklemore and Ryan Lewis, BB King, Garth Brooks, Billy Joel, Bon Jovi, Bob Dylan, Taylor Swift, O.A.R., and a range of other events from classical and jazz to country and R&B to Rap and popular music. There are also approximately 60 religious groups on campus. The Pasquerilla Spiritual Center, is a multimillion dollar facility that serves as a home for all of these groups. Check out Penn State's Diversity Calendar for events planned this coming year.


The Program

Philosophy and Goals

Our internship program was formulated and exists within the context of the value and priority our Center places on the role of high quality training in professional preparation. By tradition and emphasis, we are an agency in which excellence in training is held in high regard. Within that context, our program rests on this basic premise: We are committed to the promotion of professional excellence and personal maturity in an atmosphere of humanistic concern and respect.

This commitment underlies the overarching aim of our internship program: the training not only of clinicians who are developing areas of expertise, but of "generalists"-highly competent and versatile professionals, who keep abreast of changes in the field and who use this information to inform their clinical practice. The objective of the internship program which relates to this goal is to train psychologists whose expertise extends to a variety of clinical domains, including individual and group psychotherapy, initial screening, urgent evaluation and follow-up,, drug and alcohol counseling, assessment, multicultural counseling, supervision of trainees, and program evaluation and collaboration with other disciplines.

As a part of the overarching goal, we also hope to provide interns with some opportunity to develop areas of concentration of their own choosing that fit within the scope of our agency. The objective under this goal is for interns to develop competence in a select number of the areas listed, but not all, including couples, advanced assessment, career counseling, research in applied settings, consultation, and certain areas of clinical competence such as eating disorders, sexual abuse, stress management, or sexual assault. Interns are welcome to develop areas of concentration not on this list, since this list was not designed to be exhaustive.

We strive to provide training experiences that represent a healthy balance of diversity and depth. This balance is represented in our program by a hierarchy of training emphases, structured according to a combination of professional relevance, applicability to a variety of settings, and areas of agency emphasis and expertise. Though expansive in scope, our program is integrative in focus. Training emphasizes personal integration of as well as exposure to new information and ideas.

A secondary and pervasive goal of our Program is the development of professionalism. As a part of the development of professionalism interns are learning a process of self-evaluation of their work and its effectiveness, through supervision, didactic seminars, case conferences, and collaborative work with other professionals. Three major objectives, which follow from this goal, are: a strong emphasis on enhancing the intern's internal sense of ethical responsibility (conformity to accepted professional standards of conduct), social responsibility (sensitivity to the full range of human differences), and personal responsibility (awareness of self and one's personal impact in professional interactions).

While the objectives described under the overarching goal above primarily represent discrete areas of clinical competence, the goals and objectives related to professionalism described above, cut across clinical areas, and are not seen as discrete areas to be evaluated by only one supervisor.

In pursuit of the objective of ethical responsibility, interns are encouraged not only to know and understand the laws and ethical principles and other guidelines, which guide our profession, but also to demonstrate an ability to apply them. Interns are encouraged to embrace a process of thoughtful ethical decision making, and are aided in the process by each of their supervisors, as well as through initial ethical and legal issues training which takes place at the end of the orientation period. Emergent ethical and legal issues of concern are also discussed in the professional development seminar and in supervision.

In pursuit of the objective of social responsibility, interns are encouraged to embrace and develop an appreciation for the myriad of differences among people and to become multiculturally competent. Interns are encouraged to have an awareness of and respect for individual differences (racial, cultural, sexual orientation, etc.) and to understand clients, as well as colleagues, both in terms of individual as well as cultural differences.

In pursuit of the objective of personal responsibility, interns are encouraged to develop the qualities that will make them good colleagues, as well as good clinicians. These qualities include conscientiousness (e.g., in following appropriate procedures, completing work promptly, reliability, etc.), independence (e.g., works independently when appropriate.), cooperation (e.g., with supervisors, peers, other professionals, agencies, etc.), attitude (demeanor, and maturity, etc.), and personal responsibility (e.g., awareness of impact of one's own personality and personal perspectives in interactions with others.)

Our Program is designed to implement these goals in the training of students in both clinical and counseling psychology. Agency functions and staff education and expertise lend themselves to training in each of these perspectives. Dual training opportunities are enhanced by the diversity of our client population, which ranges from mild situational and developmental concerns to severe psychopathology.

Interns actively participate in all relevant agency services, which provide opportunities not only for carrying out major professional functions but also for close contact with our staff. As staff members, we view interns as valued colleagues-in-training. As such, interns are treated with a high degree of professional as well as personal respect.

 

Our Training Program

Our goal is to train clinical and counseling psychologists who are competent generalists, as well as skilled clinicians who are developing areas of expertise. Toward that end, we offer a relatively structured program with several mandatory components. In addition, interns are given the opportunity to select areas of concentration as described below. The mandatory components generally fall within the areas of primary emphases -- clinical and counseling intervention. These areas are listed below.

The optional components fall within the areas we have labeled as secondary emphases. Following basic training and exposure in all of these areas, interns are asked to choose one concentration option from among the following: Advanced Assessment, Couples, Research, or Outreach/Consultation, for the spring semester. In addition, there is an optional external rotation during the summer term. Interns may select the external rotation at Career Services on campus or interns may choose to remain at CAPS full-time.

As a part of our training program we value a focus on self-examination. Many of our supervisory opportunities (beyond the two hours of individual therapy supervision per week and group therapy supervision) take place in a group format. Interns are invited and are expected to share personal reactions and to engage in a process of self-examination in a group context as well as in individual supervision. This also involves providing interpersonal feedback to one another.

(Note: Our internship training program does not provide any form of distance, online, or electronically mediated education.)

Primary Emphases:

(Mandatory)

Secondary Emphases

(One Choice from below)

Other Training Opportunities
Clinical/Counseling Interventions Advanced Assessment or Couples, or Research, or Consultation/Outreach Development of a Professional Context

Screenings

 
Orientation
Individual Counseling/ Psychotherapy (including time-limited therapy and evidence-based practice)
Career Development Rotation (Optional)
Professional Development Seminar
Group Counseling/ Psychotherapy
Intern Support Group
Urgent evaluation, follow-up and Mental Health Consultation
Staff Meetings
Multicultural Competence (including spirituality)
Staff Development
Collaboration with Psychiatric Services
Apprenticeships
Drug and Alcohol (BASICS) Areas of Concentration
including:

Working with Athletes,
Eating Disorders, Sexual
Assault, Relationship
Violence, other areas of
clinical expertise.
Assessment
Supervision
Program Evaluation/Research
Outreach

The Assistant Director, Training, is in charge of developing training goals, overall program development and implementation, and the coordination and general supervision of intern activities within the Program Emphases. The Assistant Director maintains a close and active working relationship with interns on a regular basis. Within each Program Emphasis, the Coordinator of the corresponding agency functions (e.g., Groups, Assessment, Consultation, etc.) is responsible for assessment of skills, for general program implementation, and for individualized planning of intern activities. Supervisors are responsible for monitoring, supervising, and collaborating with the Intern in each of his or her specific activities (e.g., individual counseling/psychotherapy, crisis intervention, consultation activities). The Assistant Director, Training, program coordinators, and supervisors meet together periodically to discuss intern progress. In addition, the Center has a training committee that meets each month for at least an hour to discuss training issues more broadly. The Training Committee acts in an advisory capacity to the Assistant Director, Training with respect to the internship program. All staff serving in a supervisory capacity for interns are appropriately trained and licensed. Supervision is provided in-person, with direct observation of clinical work done electronically (i.e. digital recording of counseling/therapy sessions).

Interns are assisted in developing at least a minimal level of proficiency in each of their areas through the training experiences described below. Interns' progress in achieving proficiency in each Program Emphasis is rated each semester. To successfully complete the Program, interns must be able to perform relevant skills in each area without supervision by the end of the internship year (which translates to an overall minimum rating of 3 on each of their performance evaluations in required areas by the end of the training year).

 

Internship Admissions, Support, and Initial Placement Data

Internship Program Admissions

Penn State CAPS considers applicants from APA or CPA accredited doctoral programs in counseling or clinical psychology.  Applicants must have completed all doctoral coursework prior to internship and be in good standing with their department.  Applicants must have successfully completed their comprehensive exams by the ranking deadline and be certified as ready for internship by their programs. 

Applicants should demonstrate an interest in counseling center work and be prepared to help clients with a range of clinical issues.  The staff at Penn State CAPS welcomes all students and embraces a philosophy respectful of diversity.  We are supportive of client’s gender, race, sexual orientation, cultural and religious backgrounds and abilities.  We are committed to helping all students deal with discrimination and identity issues.  In order to carry out this part of our mission, trainees and trainers are expected to demonstrate a genuine desire to examine their own attitudes, assumptions, behaviors and values and learn to work effectively with cultural, individual, and role differences. 

Total Direct Contact Intervention Hours Minimum

Y
400 Hours

Total Direct Contact Assessment Hours

N
N/A

 

Additional Criteria:  Given that assessment will be a mandatory portion of internship training, we require that all applicants have graduate level coursework in both Cognitive and Personality Assessment. We also require that intern applicants have experience administering/scoring/writing up Cognitive, Achievement, and Personality measures. Multiple integrated reports including the previously mentioned measures are preferred.

 

Financial and Other Benefit Support for Upcoming Training Year

Annual Stipend/Salary for Full-time Interns 

$27,396

Annual Stipend/Salary for Half-time Interns

N/A

Program provides access to medical insurance for intern?

Yes

If access to medical insurance is provided, trainee contribution to cost required?

Yes

Coverage of family member(s) available?

Yes

Coverage of legally married partner available?

Yes

Coverage of domestic partner available?

No

Hours of Annual Paid Personal Time Off

2 vacation days for each month worked; 2 personal days; all university holidays

Hours of Annual Paid Sick Leave

1 day per month worked

In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?

Yes

Other Benefits
Retirements benefits included


Initial Post-Internship Positions

Total # of interns who were in the 3 cohorts

13

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree

0

 

Post-doctoral Residency Position

Employed Position

Community mental health center

N/A

N/A

Federally qualified health center

N/A

N/A

Independent primary care facility/clinic

N/A

N/A

University counseling center

8

1

Veterans Affairs medical center

N/A

N/A

Military health center

N/A

N/A

Academic health center

N/A

N/A

Other medical center or hospital

N/A

N/A

Psychiatric hospital

N/A

N/A

Academic university/department

N/A

2

Community college or other teaching setting

N/A

N/A

Independent research institution

N/A

N/A

Correctional facility

N/A

N/A

School district/system

N/A

N/A

Independent practice setting

N/A

2

Not currently employed

N/A

N/A

Changed to another field

N/A

N/A

Other

N/A

N/A

Unknown

N/A

N/A

 

 

Detailed Description of Program

 

Primary Emphases

 

Clinical/Counseling Interventions

 

Screenings

Interviewing skills, accurate diagnosis, appropriate referrals for psychodiagnostic testing, and arranging suitable disposition are all considered by our agency to be necessary skills for initial screenings. These skills are developed in Individual Psychotherapy Supervision as well as through training seminars taught during the orientation period. The 3 screenings interns complete each week are supervised throughout the year in Individual Supervision.

 

Individual Counseling/Psychotherapy

Individual counseling and psychotherapy, prominent functions of our agency, are considered a core part of intern training. Interns carry a diverse caseload of 8-13 clients per week for which they receive intensive individual supervision (two hours per week minimum). While the majority of clients will be seen within our time-limited (6-9 session) model, at least one of these clients will be seen on a long-term basis. Long-term clients may include athletes being seen for drug and alcohol problems, eating disorders, or other psychological difficulties; occasional extended counseling for ethnic minority and LGBT students; and other clients where clinical need and financial need warrant such continued services, including those who have been sexually assaulted. Supervision may occur with a different supervisor each semester and in the summer in order to provide a variety of therapeutic perspectives. However, at times, interns may continue with the same supervisor. Interns have an opportunity to rank order their preferences for supervisors, and assignments are made by the Assistant Director, Training, who takes these preferences into account whenever possible. Throughout the fall and spring semesters, all interns participate in a weekly psychotherapy seminar.


Group Counseling/Psychotherapy

Interns are active participants in our agency's extensive group program. CAPS has one of the largest group therapy programs in the country. A fall and spring semester seminar on group process and principles provides training and supervision in effective group facilitation. Each intern will typically co-lead two groups with a senior staff co-leader in both the fall and spring semesters. One of the two groups will be an interpersonal process group. Group assignments will be made by the Group Coordinator in consultation with the Assistant Director, Training. Interns have an opportunity to rank order their preferences for groups. Co-leadership of groups forms a substantial component of the training experience. Each intern will receive supervision from their senior staff co-leader for each group being conducted. Please see our current group therapy list. Each semester we typically offer 20-25 groups.

Crisis Intervention, Urgent Evaluation, and Mental Health Consultation

Interns are an important part of the urgent evaluation system at CAPS, devoting two hours a week to offering urgent evaluation and consultation. They attend a nine-week Crisis Intervention Seminar that looks at crisis theory and specific crisis issues, such as suicidality and hospitalization, loss, violence, victimization, drug/alcohol abuse, psychotic clients, offering mental health consultation and considering cultural contexts. After the seminar ends, supervision for the interns as a group is provided for one hour per week by the Crisis Coordinator. Cases are discussed and the group selects relevant topics to explore more deeply. CAPS urgent evaluation system operates Monday through Friday from 8:00 a.m. - 5:00 p.m. There is not a 24-hour on-call system.

Awareness of Differences/Multicultural Competence

While most of the Internship Program Emphases represent relatively discrete areas of service delivery, the Emphasis in Awareness of Differences (Multicultural Competence) cuts across programmatic boundaries. Sensitivity to human differences is a fundamental tenet of our training program and center initiatives.

Multicultural Seminar/Case Conference: Specific attention is paid to fostering interns’ awareness of differences in the fall and spring multicultural seminar/case conference. Interns will review current theoretical models on multicultural counseling, identity development models (racial/bicultural, LGBT, White identity, etc.), and explore implications for counseling. Attention will be given to self-awareness and one’s “worldview,” in particular, as it relates to clinical work.

Interns are expected to include two or three clients from diverse groups on their caseloads each semester. As part of this seminar, they will be required to give a cross-cultural case presentation to the entire staff. In addition, interns are expected to participate in consultation projects or outreach workshops with multicultural groups on campus. Ongoing supervision is provided for all the above-mentioned activities.

As part of the Multicultural Seminar, interns will also have the opportunity to develop and/or further an appreciation of differences that exist along spiritual and religious lines. Because clients vary widely on spiritual and religious dimensions, it is important for clinicians to embrace a wide range of spiritual perspectives. Interns will be introduced to the competencies for integrating spirituality into counseling, and will do a personal self-assessment and explore case examples. Interns will
be exposed to various spiritual and religious traditions. Particular attention will be given to personal awareness as it relates to clinical work. The fall seminar will incorporate information dissemination, self-exploration, and case supervision.


Collaboration with Psychiatric Services

Through a Psychiatric Consultation Seminar/Case Conference with the CAPS psychiatrist and a nurse practitioner in the fall semester, interns learn how and when to make referrals for psychiatric evaluation, including consideration for medication. DSM V diagnoses are reviewed, as well as psychiatric treatment of most disorders. Various medications, their intended effects and adverse effects will be introduced. Issues which arise when collaborating with a psychiatrist will be explored: the different perspective of the psychiatrist and psychological impact of medication use. These issues will be reinforced through actual collaboration with the psychiatric providers on staff. Experience in the urgentt evaluation system offers opportunities to learn when and how to make referrals for psychiatric hospitalization. Interns may also have the opportunity to sit in and observe psychiatric evaluations with the clients they refer.

Drug and Alcohol Treatment

Interns will gain experience in the area of drug and alcohol treatment and will have the opportunity to work with our AOD Counselor. Interns will spend at least one hour per week in the late Fall Semester providing BASICS extended - a brief alcohol intervention for students that have had an alcohol related consequence (a violation of university code or admission to the ER for alcohol poisoning.). Interns may also become involved in developing and facilitating outreach programs for this population.

While we consider clinical/counseling intervention to be a central and critical focus of training, the generalist model of professional preparation demands broadly based exposure to a variety of major functions performed by the professional psychologist.


Assessment (Basic Option)

All interns will participate in 12 hours of Assessment training during the first part of the internship program. Training will consist of both didactic information and opportunities to practice administration and scoring of various instruments. All interns will gain exposure to ADHD screenings as well as other instruments including cognitive, achievement, personality and behavioral self-report measures. During each semester each intern will complete one full assessment battery. Interns will receive 1/2 hour of assessment supervision with one of the four assessment supervisors. Specifically, the assessment supervisors will work with the interns on the administration, interpretation, report writing and communication of assessment results to clients and colleagues. Interns are taught how to formulate and implement treatment recommendations as part of an assessment. Special topics including multicultural and ethical issues are included.

Supervision

Interns will supervise one of the Center's practicum students during the Spring Semester. One and a half hours of group supervision on the process of supervision is provided throughout the spring with the center's practicum coordinator and the training director. Practicum students are typically advanced doctoral students in the APA accredited Clinical Psychology program at Indiana University of Pennsylvania and occasionally come from other programs as well, including the Clinical Psychology Program at Penn State and the Doctoral Program in Counselor Education at Penn State.

Outreach

During the orientation period, all interns participate in a four-hour consultation and outreach seminar, which offers training on workshop design and presentation, as well as a basic overview of consultation. All interns will be involved in at least three outreach events per semester during their internship year, as well as additional events over the summer as needed. This constitutes the Basic Outreach Option. Supervision, assistance with workshop design, and debriefing after events will be provided on an as-needed basis by the outreach coordinator or by the senior staff co-presenter.


Program Evaluation/Research

We view the development of program evaluation/research skills as essential to the preparation of professional psychologists. All interns participate in our program evaluation/research seminar meetings. The program evaluation seminar represents an experiential, hands-on group experience that is designed to further interns' applied knowledge of, and experience with, ethical, political, practical and methodological issues that are central to conducting program evaluation in a clinical setting. Interns develop a group project and present the results to the CAPS staff.


Secondary Emphases (Concentration Options)


Assessment (Advanced Option)


Interns selecting the Advanced Assessment Option will have an opportunity to spend more time providing assessments, with a particular focus, under the supervision of one of the assessment supervisors. Interns selecting the Advanced Assessment Option would need to have previous exposure to cognitive, achievement and personality testing so that they can build on prior experiences in assessment. Interns can choose to focus on a specific area of assessment such as ruling out autism spectrum disorders or providing personality testing to rule out personality difficulties.

Consultation/Outreach Concentration


Interns, who choose to pursue outreach and consultation as an area of concentration, will have the opportunity to develop a consulting relationship with another organization or group on campus. These interns will also do at least four outreach presentations in the spring semester. These interns will participate in bi-weekly supervision with the consultation and outreach coordinator. In addition, they may have an opportunity to participate in efforts within our Center to improve our own system. Interns who are interested in presenting more outreach programs than the number required are always welcome to do so.


Couple’s/Counseling Therapy

Interns who select the couples counseling concentration option will have 2 couples included in their caseloads in the Spring Semester. Weekly or biweekly group supervision (depending on the number of interns selecting the concentration) for couples work is provided during the spring semester. A 4 hour didactic seminar at the beginning of spring semester is provided to all interns.


Research

Interns who opt to pursue research as an area of concentration will collaborate with the Center for Collegiate Mental Health (CCMH) to develop a comprehensive research experience during the spring semester. The Research Specialty can be an independent or a collaborative research project. Research Specialty work will be conducted in the two hours per week during the spring semester and summer of the internship year. Interns pursuing this option have had the opportunity to become involved in the CCMH.

Summer Opportunities


Administration

While no training experiences are required in the area of administration, the elective apprenticeship is available during the summer. In addition, exposure to administrative functions is provided through attendance at the monthly staff meeting in the fall and spring semesters, attendance at the weekly senior staff meeting in the summer, active participation in agency decision-making, and opportunities to be involved in Center committees.


Career Services Rotation


* Optional Rotation (Summer Session). Interns interested in participating have the opportunity to spend approximately 32 hours at Career Services (CS) on campus (since no career counseling is offered at our Center) during the summer months. After an orientation, interns spend four hours per week at CS working under the supervision of the Director of Career Services, for a period of eight weeks. Interns will have an opportunity to be exposed to computer-assisted career guidance including SIGI-plus and DISCOVER, as well as major career assessment instruments.

*Please note that involvement in the Career Services Rotation will necessitate cutting out certain other training involvements in the summer.

Other Training Opportunities (Development of a Professional Context)

Orientation

Interns are introduced to our internship program through a two and a half week orientation period. The orientation process serves to acquaint interns with the University, the Center, and the Training Program. In addition, it includes a three-hour workshop on ethical and legal issues related to the practice of psychology, a three-hour workshop on suicide prevention, assessment training, outreach and consultation training, and other areas. In addition there is training in our scheduling program and record keeping system, and other relevant policies and procedures. The orientation period is also utilized for the initial assessment of intern skills to assist in individualization of our training structure as well as to facilitate the monitoring of interns’ progress through our program. Interns have an opportunity to meet with potential supervisors and co-leaders and to rank order preferences before assignments are made. Finally, the orientation period affords the opportunity for interns to become acquainted with Center and staff and to become comfortable in new surroundings and to learn about other important offices on campus.

Professional Development Hour

The Assistant Director meets with the Interns for a professional development seminar throughout the year. These meetings provide interns with an opportunity to discuss reactions to the Internship, provide a forum for discussing professional perspectives gained during the internship year, and provide preparation for entry into the employment and post-doc market. Guest speakers share perspectives on academic careers, private practice, and interviewing strategies, etc.

Intern Support Group

Interns meet alone on a weekly basis throughout the year. The purposes of this group are to allow interns to share and discuss interests and concerns and to facilitate the development of mutual support.

Staff Meetings

Interns attend a General Staff Meeting bi-weekly in the fall and spring semester, and are given the opportunity to participate actively in staff discussions. Opportunities to be involved in improvement efforts, as well as other center committees, add to interns experience with counseling center administration and policy making. As the internship year approaches the end, interns are included in the senior staff meetings over the summer.

Staff Development

In addition to training experiences specifically designed for the internship, interns also participate in Staff Professional Development during the academic year.  Professional Development trainings take place in the early fall, again between fall and spring semester, and again after spring semester. These training modalities typically cover not only ethical and legal issues and multi-cultural issues, but often heavily emphasize clinical intervention models and strategies. Other Program Emphases are also frequently covered.


Apprenticeships

Interns who do not choose an external summer rotation may choose an apprenticeship in the summer in one of the following Program Emphases: Direct Service, Consultation and Outreach, Training, and Administration. Working closely with the Coordinator of the selected area, interns develop a special project or gain first-hand experience in the coordination of one of these important agency functions.


Areas of Concentration

Interns who are interested in developing certain areas of concentration that fit within the scope of our agency may have the opportunity to do so within the existing structure of the program. These areas include but are not limited to the following:

Sexual Assault/Relationship Violence

Interns interested in working with these issues can volunteer to have a certain number of their counseling hours reserved for work with sexual assault or relationship violence survivors who come to our agency in order to deal with the trauma of these experiences. In addition an opportunity exists to co-lead a Women’s Empowerment Group with a CAPS clinician who specializes in working with survivors of sexual assault/relationship violence.

Working with Athletes

Penn State offers 31 NCAA Division I teams  at the University Park Campus where CAPS is located.  Penn State is a consistent contender for national titles in many sports. By special arrangement with the Department of Intercollegiate Athletics, CAPS provides direct clinical services to student athletes. Interns with an interest in this area can choose to work with student athletes. In addition to clinical services, CAPS staff may consult with coaches, trainers and team physicians on athletes' personal concerns. Finally CAPS is occasionally invited to provide programs of importance to student athletes, with topics ranging from sexual assault/date rape, alcohol/drug issues, and post-ventions around critical incidents.

Eating Disorders

Interns interested in working with eating disorders can volunteer to have a certain number of their individual counseling hours reserved for work with clients presenting with eating concerns.  In addition, an opportunity exists to co-lead an Eating Disorder Recovery Group with one of our staff members who specializes in treatment of eating concerns. 

Other Areas of Clinical Expertise

Other areas of clinical expertise may be developed through consultation with the Assistant Director, Training. Individual therapy caseloads, types of group co-led and types of outreach programs may possibly be tailored to develop an area of concentration.

An Invitation

We view the internship as a unique experience in professional development; it is an opportunity for psychologists to perform extensive professional functions for the primary purpose of training. We are committed to making the year a special professional and personal experience for our interns. If our program seems well-suited to your interests and needs, we encourage and welcome your application.

Weekly Time Breakdown Part I
Fall Semester


Please note that the first two and a half weeks will be devoted to an orientation to the University, the Agency, and the Program. Topics covered during this orientation include ethical and legal issues related to the practice of psychology, a three-hour workshop on suicide prevention, assessment training, outreach and consultation training, group therapy, and other areas. What follows is a breakdown of time for the Fall Semester following the two and a half week orientation.


Screenings 1.5 hrs. weekly - 3 Screenings
Urgent Evaluation 2 hrs. weekly
Assessment 0-2 hrs. weekly (total=1 ADHD + 1 Full Battery/semester)
Flex Time 3 hrs. weekly
Short-Term Psychotherapy 8 hrs. weekly
Long-Term Psychotherapy 1 hr. weekly
Group Psychotherapy 3 hrs. weekly
BASICS 1 hr. weekly (Replaces 2 Screenings Post-Thanksgiving)
Total Direct Service 21.5 hrs. weekly

TRAINING TIME

(Supervision and Training Seminars)
Individual Psychotherapy Sup. 2 hrs. weekly
Group Psychotherapy Sup. 2 hrs. weekly
Assessment Seminar/Sup. 12 hrs. of training and practice between orientation and early semester plus 1/2 hr. assessment supervision weekly
Crisis Intervention Seminar/Sup. 1 hr. weekly
Multicultural Seminar/Case Conf. 8 hrs. of seminar time for the semester
Drug and Alcohol Training 3 hrs. of seminar time for the semester
Psychiatric Consultation Seminar/Case Conf. 6 hrs. of seminar time for the semester
Group Therapy Seminar 8 hrs. of seminar time over the semester
Outreach/Consultation 4 hrs. of seminar training during orientation and supervision as needed
Psychotherapy Seminar 12 hrs. of seminar time over the semester
Professional Development Seminar 5 hrs. of seminar time over the semester
Intern Support Group 1 hr. weekly
All Staff Development ≈ 1 hr. bi-weekly
Total Training Received 11-12 hrs. weekly
OTHER
Staff Meetings 1 hr. bi-weekly
Notes and Recordkeeping etc. 5-6 hrs. weekly (except for weeks with staff meeting = 4-5)
Total Other Approximately 6.5 hrs. weekly
GRAND TOTAL 40 hrs. weekly

+Some evening time will also be involved for these activities. Interns not opting to specialize in Outreach/Consultation will be expected to do at least 3 workshops/semester, including at least one per year, which will involve multi-cultural student outreach.


Please note that while the internship is designed to be approximately a 40 hour work week in the office, there is the expectation that interns will do some reading on their own time related to the seminars that are offered as part of the training program throughout the internship year and on other preparation for presentations. Interns can log these hours in their professional activity logs so that they can count towards their 2000 hours to complete the internship program.

Interns are expected to work one evening per week until 7:00pm as a part of the 40 hour work week, with alternate time off.



Weekly Time Breakdown Part II
Spring Semester


Screenings 1.5 hr. weekly - 3 Screenings
Urgent Evaluations 2 hrs. weekly
Assessment 0-2 or 0-3 hrs. weekly for those choosing the Assessment specialty
Flex Time 3 hrs. weekly
Short-Term Psychotherapy 7-8 hrs. weekly
Long-Term Psychotherapy 1 hr. weekly
Group Psychotherapy 3 hrs. weekly (two groups)
Couples Therapy 1-2 hrs. weekly for those choosing the Couples specialty
Total Direct Service 21.5 hrs. weekly depending on areas of concentration chosen

TRAINING TIME

(Supervision and Training Seminars)
Individual Psychotherapy Sup. 2 hrs. weekly
Group Psychotherapy Supervision 2 hrs. weekly
Assessment Supervision 1/2 hr. weekly
Crisis Intervention Supervision 1 hr. weekly
Group Seminar 8 hrs. of seminar time over the semester
Consultation/Education Supervision 1 hr. biweekly for those choosing the Consultation concentration
Psychotherapy Seminar 12 hrs. of seminar time over the semester
Program Evaluation/Research 1 hr. bi-weekly
Couples Supervision 1 hr. bi-weekly or 1 hr. weekly for those choosing Couples concentration (depending on the number of interns in this concentration)
Research Supervision 1 hr. bi-weekly for those choosing the Research concentration
Supervision of Supervision 1.5 hrs. weekly
Professional Development Seminar 5 hrs. of seminar time over the semester
Intern Support Group 1 hr. weekly
All Staff Development 1 hr. bi-weekly

Total Training Received

10.5-11.5 hrs.
OTHER
Consultation & Outreach 2 hrs. weekly for those choosing the Consultation concentration
CAPS Research Project 2 hrs. weekly for those choosing the Research concentration
Supervision of Trainees 1 hr. weekly
Staff Meetings 1 hr. monthly
Notes, Record Keeping, Phone Calls, etc. 5 hrs. weekly
CAPS Program Evaluation Project 1 hr. bi-weekly until complete
Total Other Approximately 7-8 hrs. weekly
GRAND TOTAL 40 hrs. weekly

Weekly Time Breakdown Part III
Summer Session

Interns selecting one of the two optional rotations will have a somewhat different summer schedule than those not opting to do a rotation during the time of the rotation.


Screenings 1.5 hrs. weekly - 3 Screenings
Assessment as needed to complete requirements
Urgent Evaluations 2 hrs. weekly
Flex Time 2 hrs. weekly
Short-Term Psychotherapy 8-10 hrs. weekly
Long-Term Psychotherapy 1 hr. weekly
Group Psychotherapy 1.5-3 hrs. weekly
Couples Therapy 1-2 hrs. weekly
Total Direct Service 19-21 hrs. weekly
EXTERNAL ROTATIONS
Career Services 4 hrs. week for 8 weeks

TRAINING TIME

Supervision and Training Seminars
Individual Psychotherapy Sup. 2 hrs. weekly
Group Psychotherapy Sup. 1 hr. weekly per group
Assessment Supervision 1/2 hr. as needed
Crisis Intervention 1hr. weekly
Research Supervision 1 hr. biweekly for those choosing the Research concentration
Professional Development Seminar 5 hrs. over the course of summer
Intern Support Group 1 hr. weekly
Drug & Alcohol Supervision (BASICS) Consultation as needed
Couples Supervision 1 hr. weekly or biweekly as needed
Total Training Received Approximately 7 hrs. weekly
OTHER
CAPS Research Project 3-4 hrs. weekly (May/June)
Apprenticeships (optional) 1 hr. weekly for those not choosing an external rotation
Notes, etc 5 hrs. weekly
Staff Meetings 1 hr. weekly
Total Other 11 hrs. weekly
GRAND TOTAL 40 hrs. weekly

Please note that a certain amount of flexibility exists within direct service requirements and that the total number of hours may be distributed differently according to individual intern's needs, and that continuing involvement with consultation concentration would alter short-term client hours slightly, or eliminate apprenticeship.


Staff Members



Psychologists

 

Jordan Barnard

Psy.D. (2013) Clinical Psychology, University of Hartford

Staff Psychologist

Interests:

 

Laura Briscoe

Ph.D. (2014) Counseling Psychology, Oklahoma State University

Staff Psychologist

Interests: Multiculturalism/diversity, gender and gender role identity, women's issues, relational development, underrepresented student populations and academic/social support, ethnic identity.

 

Brendan Carr

Ph.D. (2016) Counseling Psychology, University of Georgia

Staff Psychologist

Intercollegiate Athletics Provider

Interests: Working with student athletes.

 

Caitlin Chun-Kennedy

Ph.D. (2017) Counseling Psychology, Penn State University

BASICS Counselor

Interests: Multicultural issues, international students, Motivational Interviewing

 


Natalie Hernandez DePalma

Ph.D. (2010) Counseling Psychology, Penn State University

Assistant Director, Clinical Services

Interests: Emotion regulation, family systems, cultural counseling, body image concerns among women of color and training.

 

Desiree Howell

Ph.D. (2014) Counseling Psychology, Ball State University

Staff Psychologist

Interests:  Couple/relationship counseling, family-of-origin concerns, attachment, student-parents, first-generation college students, career counseling, work-life balance, supervision and training, multiculturalism and diversity, identity development, positive psychology, and prevention/outreach.

 

Jill Hranicka

Psy.D. (1998) Clinical Psychology, Nova Southeastern University

Staff Psychologist, Eating Disorder Prevention and Treatment Coordinator

Interests: Eating disorders, grief/loss, trauma, athletes, gay/lesbian,/bisexual, self growth.


Ben Locke

Ph.D. (2002) Counseling Psychology, Boston College

Senior Director

Affiliate Assistant Professor of Counseling Psychology

Interests: Anxiety, OCD, and panic attacks; relationships and communication; family-of-origin issues including ACOA; men's issues; research and technology; personality and assessment.

 

John Mitchell

Psy.D. (1995) Clinical Psychology, Indiana State University

Staff Psychologist

Interests: Mood Disorders, existential issues, teaching and supervision in Clinical Psychology, group therapy

 

Julie Pelletier

Ph.D. (2008) Clinical, Counseling, and School Psychology, Utah State University

Staff Psychologist

Interests: Disordered eating, body image concerns, self-compassion, anxiety disorders, teaching and supervision in Clinical Psychology, psychological assessment

 

Annie Poet

Psy.D. (2016) Clinical Psychology, Indiana University of Pennsylvania

Staff Psychologist

Interests: Eating disorders, diversity/multiculturalism, women's issues, issues related to discrimination/oppression, social class and first-generation students, underrepresented student groups


Brett Scofield

Ph.D. (2006) Clinical Community Psychology, Wichita State University

Associate Director, Operations

Interests: Anxiety, OCD, panic attacks, mood disorders, relationship issues, research and technology.


Shannan Smith-Janik

Ph.D. (2008) Clinical Psychology, University of Virginia

Assistant Director, Training

Interests: Anxiety, mood disorders, cognitive behavioral therapy, training and supervision.

 

Kate Staley

Ph.D. (1999) Child Clinical Psychology, Penn State University

Assistant Director, Community Education and Outreach

Interests: Outreach related to reducing stigma of seeking mental health services and intervening early with issues, anxiety reduction, mindfulness, working with multicultural issues and underepresented students, womens issues


Stephanie Stama

Psy.D. (2015) Clinical Psychology, Florida Institute of Technology

Staff Psychologist

Interests: Autism Spectrum Disorders, Couples Counseling, Psychological Assessment, Trauma, Mindfulness

 

Elana Szczesny

Ph.D. (2014) Clinical Psychology, University of Delaware

Staff Psychologist

Interests: Insomnia, stress management, training and supervision, evidence-based practice, health psychology

 

Elizabeth Toepfer

Ed.D. (1996) Counseling Psychology, Columbia University

Assistant Director, Commonwealth Campuses

Interests: Women's issues adjustment issues, family of origin issues, identity development, multicultural/diversity issues, anxiety, relationship concerns

 

 


Social Workers


Maggie Doby

M.S.W., LCSW (2002) University of New Hampshire

Clinical Service Provider

Interests: Anxiety, problem solving, self-esteem, grief/loss, adjustment issues and relationship issues.

 

Mark Johnson

M.S.W., LCSW (1988) Social Work, University of Georgia

Drug and Alcohol Specialist

Interests: Working with alcohol and other drug issues, Motivational Interviewing and Harm Reduction

 

Cathie St. Andrews

M.S.W., LCSW (2002) Social Work, University of Pittsburgh

Screening Coordinator

Interests: Case management, problem solving, crisis intervention, self esteem, anxiety, and life transitions.

 

Jason Yoder

M.S.W., LCSW (2008) Social Work, Salisbury University

Clinical Services Provider

Interests: Adjustment, relationships, stress management, substance abuse, academic and social supports, anxiety, depression

 

Masters Level Clinicians

 

Paul Carswell

M.A., Ed.S., LPC (2006) Community Counseling Psychology, James Madison University

Clinical Services Provider

Interests: Mood disorders, OCD, trauma, grief/loss, self-growth, crisis intervention, psychodynamic therapy, substance abuse, adjustment issues, and conflict resolution.

 

Janet Schwabenbauer

M.A. (1984) Counseling, Slippery Rock University

Clinical Services Provider

Interests: Trauma informed care, EMDR, anxiety, relationships, mindfulness

 

Camille Sluzis

M.Ed. (2010) Counseling, Penn State University

Clinical Services Provider

Interests: Trauma, women's issues, interpersonal violence, self-growth, adjustment issues, resilience

 

Sarah Watson

M.A., CAADC (2006) Clinical Psychology, Towson University

Clinical Services Provider

Interests: Student Veterans, Trauma, Anxiety, Mood Disorders, Substance Abuse, Cognitive Behavioral Therapy, Dialectical Behavior Therapy.

 

Han Wingate

M.A. (2006) Counseling Psychology, Pacifica Graduate Institute

Clinical Services Provider

Interests: Interests: Relationships, identity development, anxiety, depression, crisis intervention, psychodynamic therapy.




Psychiatric Providers


Victoria Stout

D.O. (1983) Philadelphia College of Osteopathic Medicine, Board Certified (American Board of Psychiatry and Neurology, 1989)

Staff Psychiatrist

Interests: Mood disorders, anxiety disorders, eating disorders, and attention-deficit disorder.

 

Ashley Bartley

MSN (2007) University of Pennsylvania

Interests: ADHD, anxiety, eating disorders

 

Sandra Brill

MSN (2002) Drexel University

Nurse Practitioner

Interests: Mood disorders, anxiety disorders.

 

Nora Maginnis

MSN (1997) University of California, San Francisco

Interests: Anxiety, depression, OCD, transgender health



Case Managers


Susanna Hummer

B.A. (1999) Psychology, Penn State University

Interests: Crisis intervention, suicide prevention, depression, case management, chronic and severe mental illness, relationship issues, women's issues.

 

Tammy MacAlarney

M.S.W., LSW (2001) Social Work, University of Pittsburgh

Interests: Severe and chronic mental illness, bipolar disorder, psychosis, DBT.

 

Shelley Murray

B.S. (1985) Counseling Education, Penn State University

Interests: Case management, problem solving, depression, suicide prevention

 

Nadiya Tucker

M.S.W. (2014) Social Work, University of Maryland

World Campus Case Manager

Interests: Working with international populations, adjustment issues, anxiety, depression, self growth, case management, psycho-educational programming

 

Post-Docs

 

Abby Costello, Psy.D.

Sultan Magruder, Ph.D.

Bethany Rallis, Ph.D.

Rekha Varghese, Psy.D.


Administrative Support Staff


Susan Butterworth - Office Manager

Lynne Gilham - Administrative Support Assistant

Ashley Martain - Administrative Support Assistant

Sandy Minichiello - Administrative Support Assistant



Current Interns

Lindsay Furlong-O'Hara

Clinical Psychology

Antioch University New England
Sangsun Kim

Counseling Psychology

University of Missouri - Columbia

Daveon McMullen

Clinical Psychology

University of Hartford

Julie Scott

Counseling Psychology

Pennsylvania State University

Previous Interns

Here's a list of our previous interns for the past six years and their last known positions:


2016-2017

Mirelle Bloch

Clinical Psychology

Roosevelt University

Private Practice

Lakeview Center for Psychotherapy

Abby Costello

Clinical Psychology

Indiana University of Pennsylvania

Post-Doctoral Fellow

Counseling and Psychological Services

Penn State University

Sultan Magruder

Counseling Psychology

Oklahoma State University

Post-Doctoral Fellow

Counseling and Psychological Services

Penn State University

Lauren Mazur

Clinical Psychology

Florida Insitute of Technology

Post-Doctoral Fellow

Counseling and Psychological Services

University of Central Florida

2015-2016

Ted Bartholomew

Counseling Psychology

University of Nebraska

Assistant Professor

Counseling Psychology

Purdue University

Susan Folger

Clinical Psychology

Miami University of Ohio

Post-Doctoral Fellow

University of Delaware

Allison Lockard

Counseling Psychology

Penn State University

Assistant Professor

Bucknell University

 

Blakely Low

Counseling Psychology

Texas Tech University

Psychologist

Counseling and Psychological Services

University of Arkansas

Annie Poet

Clinical Psychology

Indiana University of Pennsylvania

Staff Psychologist

Counseling and Psychological Services

Penn State University

2014-2015

Caitlin Chun-Kennedy

Counseling Psychology

Penn State University

BASICS Counselor

Counseling and Psychological Services

Penn State University

Stephanie Field

Clinical Psychology

Florida Institute of Technology

Staff Psychologist

Counseling and Psychological Services

Penn State University

Michael Lute

Clinical Psychology

Indiana University of Pennsylvania

Staff Psychologist

Counseling and Consultation Services

The Ohio State University

Laura Martinson

Clinical Psychology

George Mason University

Post-Doc

Capital Institute for Cognitive Therapy

Washington, D.C.
2013-2014

Iryna Arute

Clinical Psychology

Wheaton College

Private Practice

Chicago, IL

Kristin Hogan

Clinical Psychology

Loyola University of Maryland

Private Practice

Baltimore, Maryland

Tim Pineau

Clinical Psychology

Catholic University

Staff Psychologist

Marymount University

Joe Wassif

Counseling Psychology

West Virginia University

Staff Psychologist

Open Sky Wilderness Program

Durango, CO

2012-2013

Luba Abramsky

Clinical Psychology

Hofstra University

Psychologist

Private Practice

ARA Psychological Associates

Eastchester and Manhattan, NY

Lifespan Associates

Waldwick, NJ

Shaina Bernardi

Counseling Psychology

SUNY at Albany

Assistant Professor

SUNY Albany Medical School

Daniel Katz

Clinical Psychology

The Wright Institute

Psychologist

Private Practice

Houston, TX

Cody Maddox

Clinical Psychology

Duquesne University

Staff Psychologist

Boise VA Medical Center

Boise, ID

2011-2012

Carrie Brown

Counseling Psychology

University of Kentucky

Staff Psychologist

Counseling Center

Syracuse University

Jessica Buckland

Clinical Psychology

Indiana University of Pennsylvania

Psychologist

Private Practice

State College, PA

Marie Land

Counseling Psychology

Pennsylvania State University

Psychologist

Private Practice

Washington, D.C.

Sarah Nokes-Malach

Clinical Psychology

Duquesne University

Post Doc

Counseling Center

Duquesne University

Application


Eligibility

Doctoral students who are in APA or CPA accredited Clinical and Counseling Psychology programs at the time they apply for internship are eligible to apply. At least 600 hours of pre-internship practicum experience (including at least 400 hours of direct client contact and at least 200 hours of indirect practicum) are required. All course work and qualifying exams required for the doctorate should be completed prior to internship. Qualifying exams must be completed prior to rank order submission. Please click here to read the following policy regarding former CAPS clients applying for internship positions.

Given that assessment will be a mandatory portion of your internship training, we require that all applicants have graduate level coursework in both Cognitive and Personality Assessment. We also require that intern applicants have experience administering/scoring/writing up Cognitive, Achievement, and Personality measures. Multiple integrated reports including the previously mentioned measures are preferred.

The Training Year
Mid-August, 2018 through mid-August, 2019.

Stipends and Benefits

The stipend for the training year currently is $27,396.


Interns are entitled to full university employee benefits, including health insurance and vacation. Interns will need to document completion of at least 2,000 hours as a part of satisfactorily completing the internship program. At least 500 hours must be in direct clinical service.

Since vacation benefits for Penn State employees are so generous and since interns need to document 2000 hours for successful completion of the program, interns are required to use vacation time for all professional endeavors outside of the university (e.g. conferences, job interview, dissertation defense). Interns currently earn 2 vacation days for each month worked plus 2 personal days plus 10 university holidays. Given concerns about FLSA, this may change in the future.

Number of Interns

Positions are available for four full-time interns.


Application Procedure

PROGRAM CODE: 154711

For selection of the 2018-2019 internship class, CAPS will use the AAPI Online Application as are all APPIC member internship programs. Hard-copy, mailed-in applications will no longer be accepted. In order to find out more about the AAPI on line procedure and to access the applicant portal, please go to the APPIC website https://portal.appicas.org/
To be considered for internship at CAPS, your online application must include the following components:
• Completed APPIC Application for Psychology Internship (AAPI) form.
• A cover letter or letter of interest with the body of the letter up to 500 words that describes your qualifications and professional experience that you believe make you a good match with our site. Please be sure to elaborate your specific goals for internship.
• Current vita.
• Official transcripts for all graduate work.
• Three letters of recommendation. At least two should be from supervisors familiar with your most recent clinical work. At least one letter of reference must be from someone in your academic program.

PLEASE NOTE: . Penn State appointments conform to a variety of requirements, including legal eligibility for employment in the U.S. (sometimes called the I-9 requirement) and a background check that verifies that educational credentials are valid and that candidates have no criminal or other record that would preclude employment in the University’s judgment. Please refer to Policy HR96 available at http://guru.psu.edu/policies/OHR/hr96.html. These are conducted following the APPIC Match, but the outcome of these background checks have the potential to preclude appointment.

Application Deadline
To be considered for the internship of the academic year 2017-2018, all application materials must be uploaded on to the AAPI Online by Friday, November 10, 2017. A Skype interview or an in-person interview will be arranged with strong candidates following this deadline. Strong candidates interested in interviewing in person are welcome to do so. Arrangements will be made using an online scheduling system and through the Director of Intern Training. We plan to notify applicants whether or not they are receiving an offer for an interview on or before December 6, 2017.


Training Director Address and Contact Information

Shannan Smith-Janik, Ph.D.

Assistant Director, Training

Center for Counseling and Psychological Services

501 Student Health Center

Penn State University

University Park, PA 16802

(814)863-0395

Fax: (814) 863-9610

e-mail: sbs23@psu.edu

Notification Procedure

PROGRAM CODE: 154711

The Center will be participating in the APPIC Internship Matching Program and will abide by APPIC Match Policies established by the Association for Psychology Postdoctoral and Internship Centers. Please note: This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant prior to Uniform Notification Day. If you have not yet requested an Applicant Agreement Form and materials describing the APPIC Internship Matching Program for positions beginning in 2016, please contact:

National Matching Services, Inc.

20 Holly Street

Suite 301

Toronto, Ontario, Canada MS4 3B1

Email:psychint@natmatch.com

Phone:800-461-6322

Fax:844-977-0555


Alternatively, you can request an Applicant Agreement package by completing and submitting the form available on the APPIC Internship Matching Program Web Site.


Please read this important information about the APPIC Match Policies.

The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. The Pennsylvania State University does not discriminate against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran status. Direct all inquiries regarding the nondiscrimination policy to the Affirmative Action Office, The Pennsylvania State University, 328 Boucke Building, University Park, PA 16802; tel. (814) 863-0741.

 

CAMPUS SECURITY CRIME STATISTICS: The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and Pennsylvania Act of 1988 require that crime statistics for Pennsylvania colleges and universities be made available to applicants upon request. Penn State's combined Annual Security and Annual Fire Safety Report includes statistics for the previous three years concerning reported crimes that occurred on campus, in certain off-campus buildings owned or controlled by the University, and on public property within or immediately adjacent to and accessible from the campus. The report also includes institutional policies concerning campus security, such as those concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. You may obtain this information for the Penn State campus to which you are applying by accessing the website at www.police.psu.edu/clery/. A printed copy of the report may be obtained by writing to University Police & Public Safety, The Pennsylvania State University, 161 University Support Building I, University Park PA 16802 or by calling 814-863-1273.


Penn State University complies with the Jeanne Clery Act and publishes crime statistics spanning the past 3 years. Visit Penn State Police's Clery site to read the report.
EEO Is The Law

 


501 Student Health Center, University Park, PA 16802 (814) 863-0395

Counseling and Psychological Services


This publication is available in alternative media on request. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.


Date Updated: Friday, August 29, 2017






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