Internship and Health Service Psychology
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Internship in Health Service Psychology
University of California, Riverside
APPIC Member #1726
Counseling and Psychological Services (CAPS) is pleased to offer an APA accredited Internship in Health Service Psychology. Our program was awarded APA-Accreditation, with the initial accreditation date of November 8, 2013. We received accreditation for seven years with our next accreditation site visit to be held in 2020.
Inquiries regarding the accreditation status of our internship training program may be directed to:
Office of Program Consultation and Accreditation
We offer a 12 month, full-time APA accredited internship in health service psychology starting August 1, 2018. Our internship follows all APPIC Match policies and abides by the policy that no staff member will solicit, accept or use ranking information from applicants in our selection process (see "How to Apply"). The internship provides supervised training in individual therapy, group counseling, preventive outreach, and crisis intervention. Strengths of our internship include an emphasis on outreach, multicultural sensitivity and diversity awareness. Our internship facilitates professional development in clinical services, outreach, ethical integrity and respect for differences. Our diverse staff is committed to providing a training experience that is developmental, respectful, and comprehensive.
- Degree candidacy in a doctoral program in counseling or clinical psychology (APA accredited preferred).
- Completed three years of doctoral coursework; 500 APPI intervention hours.
- Dissertation proposal approved by start of internship.
- Comprehensive exams passed by APPIC ranking deadline.
- In adherence to UC policy, matched applicants must be able to pass a criminal background check. The background check will be conducted after the match in accordance with the California Department of Justice and Federal Bureau of Investigation. Applicants who match to our program but do not successfully pass this background check will be dismissed from the internship (see APPIC Match Policy 6b)."
Interns are selected based on their solid grasp of psychological theory, knowledge
and applied experience. They are expected to have training experiences and goals that
emphasize direct service delivery, college student development, multicultural sensitivity
and ethical acuity.
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The internship follows a Practitioner-Developmental-Mentorship model and provides supervised training and experience in the practice of health service psychology in a diverse university counseling center setting.The practitioner orientation of the program emphasizes the importance of applying existing knowledge and skills in clinical practice. We believe that the intern's development occurs through didactic and experiential learning activities. Its guiding principal is that learning is a developmental process that is dependent on support, challenge, feedback, and role modeling. Initially, the program provides relatively more structure in intern training and experiences, encouraging more autonomous intern functioning as training progresses. The complexity and challenges of these activities increases within a consultative and supportive environment. Moreover, the program recognizes an intern's professional development as a continuing process through the timing of clinical seminars and client assignment, and a developmental approach to supervision. Further, the training program supports a "mentorship" philosophy that facilitates maximum trainee interactions with staff members through a variety of clinical, training, and outreach/consultative activities. In keeping with that philosophy, the program's mentorship emphasizes the supervisor-supervisee relationship throughout the internship.
The internship is a crucial experience where the intern is expected to transition from student to an entry-level professional, capable of independent practice. High importance is placed on providing a setting where an intern's professional identity is explored and further developed. All the clinical staff members are hired with the expectation of contributing to and being actively involved in our training program. Multiculturalism is a core value that is shared by staff members and interweaved throughout the training program. An awareness of and respect for differences among professionals, as well as appreciation for client diversity is essential. This value also reflects respect for diversity of the students, faculty and staff, and the university mission.
The doctoral internship expects interns to develop intermediate to advanced competencies by the end of the year in the following areas; 1) research, 2) ethical and legal standards, 3) individual and cultural diversity, 4) professional values and attitudes, 5) communication and interpersonal skills, 6) assessment, 7) intervention, 8) supervision, and 9) consultation and interprofessional/interdisciplinary skills.
Goal 1: Demonstrate a broad range of clinical skills required for the practice of health service psychology
Objective 1.1: Client assessment, conceptualization and treatment planning
Goal 2: Demonstrate competency in outreach and consultation
Objective 2.1: Develop, deliver and evaluate outreach programs
Goal 3. Demonstrate competence in integrating scientific knowledge and practice
Objective 3.1:Develop knowledge and understanding of various theories of supervision
Goal 4: Demonstrate multicultural competency, skills, awareness, and values
Objective 4.1: Engage in ongoing reflective self-assessment to increase knowledge
of one’s personal/cultural values, experiences, and biases
Goal 5: Demonstrate ethical and professional behavior necessary for the practice of psychology
Objective 5.1: Understand and apply legal/ethical guidelines
- Intakes: Interns complete 3-5 intakes each week. Intakes are for screening, diagnostic and informational purposes. Interns are expected to assess current problem and risk features, obtain relevant history, and formulate a treatment plan and recommendations. Interns present their intakes at our weekly treatment planning and referral meeting.
- Individual therapy: Interns spend approximately one-third of their time conducting individual counseling. The center utilizes a brief therapy model. Psychology interns may carry up to two long-term clients.
- Crisis assessment and consultation: Interns receive training in risk assessment, consultation and crisis intervention protocols. Each intern is scheduled 5 hours of walk-in coverage (Counselor on Duty) each week.
- Group therapy: The center offers a variety of therapy and support groups, as well as theme-oriented groups. Interns will have opportunities to co-lead groups with a senior staff member, and/or serve as group process observer.
- Outreach and consultation: Outreach and consultation services to the university community are considered a highly significant aspect of a trainee's work. Interns will meet with the training director and outreach coordinator to discuss expectations and set learning goals for this portion of the training program. The majority of outreach work involves presentations. Evening and weekend outreach is often necessary. Interns are required to complete a minimum of one outreach presentation each quarter. Interns also develop and deliver an "innovative outreach project" based on intern interest and campus needs.
- Psychological Testing: Psychological testing is often integrated into the therapy process itself. Many tests are available, including the MCCI, MMPI-II, MCMI, 16-PF, among others. Interns are required to complete psychological testing with a minimum of one client during the year.
Individual supervision: Interns receive two hours of face-to-face individual supervision each week. Supervision of all intern work is structured in accordance to California Board of Psychology regulations, which stipulates that supervision provides for 10% of time worked each week. As this is a full-time, 40 hour per week appointment, interns will receive a minimum of 4 hours of supervision each week (this includes 2 hours minimum of individual supervision, and 2 hours of group supervision). All supervision is provided by licensed clinical staff and focuses on psychological services delivered by the intern, as well as on intern professional development. Additional supervision is arranged for psychological testing and outreach. Individual supervisors are assigned in September by the training director. The training director will provide supervision in the interim during the month of August.
Group supervision: Group supervision focuses on case conceptualization, clinical skills and professional development. Interns meet together with a group supervisor on a weekly basis and discuss their cases and address clinical and case management issues.
Diversity group supervision: Interns meet together with a group supervisor on a weekly basis and address diversity issues as it pertains to their clinical work. This is also a time for interns to explore how their own diversity factors impact their clinical practice.
Supervision of group counseling: Interns who co-lead or serve as a process observer in a group will receive weekly half hour supervision from the senior staff that co-leads the group.
Clinical/diversity seminars: Interns will participate in a two-hour seminar on a weekly basis. The seminars will alternate between clinical and diversity topics. Didactic training seminars focus on the development of clinical skills, and professional identity, and diversity awareness in the intern. Weekly 2-hour clinical seminars address various clinical, and professional issues, such as ethical decision making, psychological interventions, treatment issues, evidence-based practice, and mental health law. As for diversity seminars, some topics may include, gender and sexuality, power and privilege, and religion. Times are also set aside for monthly case conferences or professional development training in areas that are of interest to the career staff and interns. Further, interns will make presentations at case conference.
Case Conference with Psychiatrist: Interns will have a one hour case conference meeting with the Student Health Services psychiatrist once a month to discuss clinical cases.
Treatment, planning and referral (TP & R) meetings: The staff meets once a week to review those clients seen recently in intake sessions. Interns present their intakes and receive feedback in regard to treatment planning, which may involve referral to another counselor or an off-campus resource.
Meetings with the training director: Interns meet with the training director one hour a week in the fall quarter and biweekly for the remainder of the internship. This meeting addresses any administrative business related to the training program or to address other concerns regarding intern professional development.
Meetings with the director of Counseling and Psychological Services: Interns will meet with the director of the center once a quarter to address any business related to Counseling and Psychological Services.
Intern support group: Interns meet one hour every week for peer support and discussion of issues that relate to the internship.
Research: Intern will have one hour a week during fall, winter and spring quarters to research a clinical topic of their own choosing and prepare a training session for the center staff. This gives the intern an opportunity to examine current research in clinical practice and disseminate the information to other professionals. Interns are required to share their clinical topic with the training director by week two of the fall quarter.
Professional involvement takes place throughout all internship activities. This includes,
but is not limited to, clinical services, outreach and consultation services, training
seminars, staff meetings and administrative tasks. In addition, interns audio record
or videotape all intake and therapy sessions.
The following list outlines the amount of time each week, on average, an intern devotes to specific services and training activities.
- Intakes: 3 - 5 hours
- Individual Therapy: 10 - 15 hours
- Counselor on Duty: 5 hours
- Group Therapy: Up to 2 hours
- Outreach and Consultation: Up to 4 hours
- Individual Supervision: 2 hours
- Group Supervision: 2 hours
- Group Therapy Supervision: 0.5 hour (if facilitating a group)
- Training Seminars: 2 hours
- Treatment Planning Meetings: 0.5 hour
- Staff, administrative meetings, case conference:1-2 hours
- Intern Support Time: 1 hour
- Testing, Report Writing: Variable
- Research:1 hour
- Paperwork, charting: 5 hours
The 2018 – 2019 health service psychology internship at UCR is a full-time (40 hours per week), 12-month internship. The psychology intern can expect to accrue between 1800 to 2000 hours of supervised professional experience. The minimum number of hours required to complete internship is 1768. Twenty-five percent (25%) of these hours must be in direct, face-to-face service.
The internship program views evaluation as a collaborative and interactive process
designed to assess the strengths and limitations of both the intern and the training
program. During initial orientation, interns complete written self-assessments of
their skills, which are discussed with their supervisors and linked to goal setting.
Intern progress is evaluated biannually by their supervisors and is provided in written
and oral format. The training director forwards a copy of these evaluations and a
summary progress letter to the academic home program. All evaluations of intern progress
are jointly determined via input from supervisors, training director, Counseling and
Psychological Services director, and relevant clinical staff.
Interns will also have opportunities to evaluate our internship. Feedback from interns is a crucial factor in monitoring and enhancing the quality of our training program. Interns complete biannual evaluations of their supervisors, fill out quarterly evaluations of clinical seminars, and evaluate the training program as well as the training director.
Policy on Evaluations and Training Contracts: Internship evaluations are completed twice yearly using both Likert-scale and qualitative items. Our in-house evaluations are competency based and reflect benchmarks established by the profession. Counseling and Psychological Services staff do not complete additional departmental evaluations or sign/enter into training contracts. Please check with your DCT to see if you are eligible to apply to our program.
The 12-month funded internship positions will carry a stipend of $29,503. Interns
accrue vacation and sick leave, and receive up to 40 hours of professional development
time. Medical insurance and other university benefits are provided (e.g., access to
In addition, each intern has a private office in Counseling and Psychological Services. Intern offices are equipped with a computer, printer, and telephone. Computers have access to email and the internet. Each intern office has a desk, comfortable chairs, end table, book case and lamp. Each office is also equipped with Logitech Webcams for supervision purposes. Administrative support staff provides assistance in scheduling appointments, filing, and other office related duties.
Applications are accepted and reviewed via an online application process (See the APPIC website for more details). Please note that we do not offer a part-time or half-time internship. The internship adheres to APPIC Guidelines, and abides by the policy that no person at this training facility will solicit, accept, or use any rank-related information from any intern applicant in our selection process. Applicants to our program must be enrolled in the national internship matching program. The applicant agreement form and materials describing the Internship Matching Program can be found by contacting:
National Matching Service, Inc.
595 Bay Street Suite 301, Box 29
Toronto, Ontario, Canada M5G2C2
Phone: (416) 977-3432
Fax: (416) 977-5020
We welcome and encourage applications from diverse individuals. Please see the APPIC website for the online application process. We will not accept any paper materials. Applicants should submit an APPI application and all required documents to APPIC online. Any file with missing application materials will not be reviewed by the Selection Committee. A complete application for our internship program includes the following standard materials:
- Completed AAPI. We do not require additional essays.
- Curriculum vita
- Cover letter outlining how your training goals, experience, and qualifications fit with our internship
- Three letters of recommendation. At least two should be from clinical supervisors. Letters should address strengths and areas for growth.
- Graduate school transcripts
- Completed applications must be received by Nov. 14, 2017 at 11:59 PM. We cannot accept late applications.
- APPIC Match Code: 172612
Please direct all materials and questions to:
Jennifer Hung, Psy.D
Interim Training Coordinator
Counseling and Psychological Services
University of California, Riverside
Riverside, CA 92521
We will make every effort to notify applicants of their status by December 15, 2017. We do not offer on-site interviews. All telephone interviews will take place in January and last about 45 minutes. The training director, 1-2 senior staff and current intern group will be on the interview panel.
We look for applicants who demonstrate a good fit between their training goals and our internship. All applicant data are evaluated using the following criteria: interest and goals of applicant appropriate to the internship program; ethical judgment and conduct; strong theoretical and academic foundation for effective clinical intervention, and demonstrated sensitivity to diversity and multicultural issues. Rankings for preferred applicants are submitted to the National Matching Service in accordance to APPIC guidelines, deadlines, and recommendations.
Counseling and Psychological Services adheres to the University's Personnel Policies for Staff Members, Policy 12 on Nondiscrimination in Employment. Furthermore, Counseling and Psychological Services does not discriminate against clients or staff on the basis of race; color; religion; marital status; national origin; ancestry; sex; sexual orientation; physical or mental handicap; medical condition; status as a veteran or disabled veteran or citizenship.
- Loretta Mead, Psy.D. Clinical Psychology, CSPP/Alliant, Los Angeles
- Lee Stillerman, Ph.D. Counseling Psychology, New Mexico State University Interim Assistant Director/Clinical Coordinator/Crisis Coordination
- Theodore E. Swigart, Ph.D. Counseling Psychology, University of Memphis Assistant Director/Training Director
- Jennifer Hung, Psy.D Clinical-Community Psychology, University of La Verne, Interim Training Coordinator
- Farid Azhir, M.S., LMFT California State University, Fullerton
- Andrea Saavedra-Metoyer, M.S., LMFT University of La Verne
- Sarah Pemberton, MSW LCSW University of California, Los Angeles
- Ayoka Bell, Psy.D. John F. Kennedy University
- Jason Vasquez, Ph.D. Counseling Psychology, New Mexico State University
- Nicole Pitsavas, Psy.D. Clinical Psychology, Illinois School of Professional Psychology at Argosy University
- Laura G. Valdovinos, M.D., M.P.H M.D., University of California, San Francisco, CA M.P.H. from University of California,
Berkeley, CA Residency Training at Harbor-UCLA Medical Center Board Eligible in Psychiatry
Psychiatrist. Residency Training at Harbor-UCLA Medical Center Board Eligible in Psychiatry
- Danqing Huo, M.A., Psychology Intern
Completing her internship in partial fulfillment of the requirements for a Psy.D. in Clinical Psychology, Adler University, Chicago, IL
- Kristin Nielsen, M.A., Psychology Intern
Completing her internship in partial fulfillment of the requirements for a Psy.D.. in Clinical Psychology,
Illinois School of Professional Psychology, Chicago, IL
- Walidah Thrift, M.A., Psychology Intern
Completing her internship in partial fulfillment of the requirements for a Psy.D. in Clinical Psychology, California School of Professional Psychology at Alliant International University San Diego, CA
The University of California, Riverside is located approximately 50 miles east of
Los Angeles, driving distance to most of Southern California. Enrollment at UCR is
about 16,996 undergraduate and 2,433 graduate students. In 2009, approximately 17%
of UCR students identified as White, followed by 39.9% Asian American, 28.9% Chicano
and Latino, and 7.9% African American.
Find out more about UCR students.
The University of California, Riverside recognizes the importance of a diverse student
body and making appropriate services available for our students. Some highlights of
our commitment to diversity include UCR being listed in the top ten colleges for LGBTQ
resources and being one of the five most diverse research universities in the United
UCR values center on creating a culture of open inquiry, pluralism, mutual respect and engagement. The educational benefit of diversity for students, faculty, and staff has long been recognized by UCR's Chancellor, who created the Associate Vice Chancellor, Diversity, Excellence and Equity (AVCDEE). The AVCDEE has created a 2014-2015 affirmative action plan for equal employment opportunities and nondiscrimination for women and minorities, veterans, and individuals with disabilities. In addition, there are many campus-wide initiatives that promote diversity as a means to academic excellence, multicultural understanding and professional competence. According to UCRâ€™s Associate Vice Chancellor of Diversity, Excellence and Equity UCR has made a significant increase in both women and minority academic staff, plus steady progress in diversifying administrative staff.
Counseling and Psychological Services offers programs and services to assist UC Riverside students in psychosocial adjustment and emotional well-being. The Center places strong emphasis on identifying and assisting distressed students, consultation, and outreach. It is dedicated to creating a positive, healthy atmosphere for undergraduate and graduate students, promoting academic, career, personal and social development, and supporting a culturally diverse campus.