Predoctoral Internship

Accredited by the American Psychological Association
University of California, Irvine
Counseling Center

Goals, Objectives, and Training Model of the Internship

The primary focus of the internship program is to train interns to become psychologists who can competently provide a full range of professional activities with diverse populations. Emphasis is placed on development and refinement of the core skills necessary for both clinical interventions and for providing a preventative, psychoeducational model of service delivery. The training program integrates information from research, theory and practice. The training builds on the knowledge interns bring from their graduate education and is organized in a sequential and cumulative fashion. Interns take on more tasks and are given more responsibility as the year progresses. While there are basic training and time commitments required of all interns, individualized programs are developed after assessing each intern's skills, training interests and professional goals.

Training is based on a Practitioner-Scholar model in which primary emphasis is on the practice of professional psychology in a contemporary Counseling Center setting, influenced by the science of psychology. The internship program aims to promote the integration of practice and scholarly inquiry through the training seminars, professional development speakers, reading assignments from scientific journals and books, and support of intern attendance at conferences and other professional meetings.

1. Clinical Service

Initial Screening and Assessment

  • Can conduct initial screening or intake interviews:
    • making initial definition of client concerns and level of severity.
    • making initial screening for possible medical, organic, or psychotic disorder.
    • making appropriate referral.
  • Can recognize when further assessment is needed and can pursue the obtainment of that information, whether through an intensive interview, formal testing, or professional consultation.

Individual Therapy

  • Can establish a satisfactory counseling relationship (therapeutic alliance) with most clients:
    • employing the basic therapeutic conditions of empathy, respect, congruence, and confrontation.
    • achieving client satisfaction with counselor contact in most cases.
  • Can apply theoretical knowledge to actual therapy:
    • is able to describe and interpret client disturbance, using at least two theoretical approaches.
    • is able to plan for psychological intervention on the basis of the theoretical interpretation.
  • Can conduct a working phase of therapy leading to improved client functioning on appropriate outcome dimensions, which include:
    • thoughts (examples: increased insight, reality testing, and rational thinking);
    • feelings (examples: improved mood and affect, decreased depression and anxiety);
    • behavior (examples: increased social skills, assertive behavior decreased maladaptive behavior).
  • Is able to effectively work with different clients exhibiting a spectrum of concerns and levels of severity.

Group Therapy

  • Demonstration of the ability to introduce the purposes, ground rules, and processes to a beginning group or one in which membership is open and spaces are filled when a vacancy occurs.
  • Demonstration of the ability to understand the phases of a therapy group.
  • Is able to intervene effectively in the group process.

Crisis Response

  • Can accurately assess crisis situations, including suicide lethality, violence potential, and gravely disabled.
  • Can make responsible plans for intervening in crisis situations, including mobilization of client network, therapy referral, contracting, and voluntary and involuntary hospitalization.
  • Can exercise good professional judgment and knows how to use community resources such as police and child protective services.
  • Demonstrates understanding of the procedures for voluntary and involuntary hospitalization.

2. Prevention Oriented Outreach Services

As reflected in our Center's Goals and Objectives, we believe in providing Prevention Oriented Outreach Services in addition to traditional clinically-oriented psychological services. In a university setting, which deals with individuals in fast moving states of development, a psychoeducational approach makes logical and utilitarian sense. Therefore, we train our interns in consultation, workshop design and delivery, teaching and training. Specific objectives in the Outreach and Prevention services area are:

Consultation

Establishment of an effective consultative relationship with at least one individual from another Student Services agency or student group on campus.

Workshop Design and Delivery

  • Understands basic principles of workshop design, such as specification of purpose, objectives, content, and format.
  • Actually designs and delivers workshops in at least three different content areas.
  • Demonstrates effective leadership behavior within a workshop format.

Teaching

  • Can effectively organize psychological concepts for presentation in the context of a regular for-credit academic class.
  • Can effectively present psychological concepts in the context of an academic for-credit academic class.

Training or Supervision

  • Can effectively design and implement a training program for a paraprofessional group (such as peer counselors, resident assistants, staff advisors, or other persons in leadership roles).
  • Understands the components of effective supervision.

3. General-Professional Behavior

Apart from academic knowledge and specific service delivery skills, a responsible and effective psychologist possesses a sense of professionalism. Obviously this concept is somewhat vague and becomes difficult to define. Our attempt at operationalization of General-Professional Behavior involves: Professional Judgment; Ethical and Legal Standards; Sensitivity to Cross-Cultural Concerns; Sensitivity to Gender Role Issues; Use of Supervision; Relationship with Colleagues; Projection of a Competent Image; and Completion of Administrative and Written Duties. A more complete delineation of these aspects follows:

Professional Judgment

  • Knows personal and training limitations and when to consult and refer.
  • Shows no indication of temporary or more severe personal problems which might result in inferior professional services to the client.
  • Is aware of her/himself as a significant factor in services provided.

Ethical and Legal Standards

  • Understands and maintains California Laws which pertain to the practice of psychology, including knowledge of confidentiality issues, mandatory child abuse reporting laws, duties under Tarasoff, and psychological assistants.
  • Understands and maintains the ethical guidelines for psychologists as outlined by the American Psychological Association.

Cross-Cultural Concerns

  • Shows an understanding of the differences in cultural characteristics of the different ethnic groups on campus.
  • Effectively relates with clients, students, and university staff of a different racial/cultural/ethnic background.
  • Understands cultural/ethnic factors which may influence psychological assessment and therapy and can construct interventions to deal with these factors.

Sensitivity to Gender Role Issues

  • Behaves in a way which is respectful of other gender staff members and clients.
  • Understands how gender role socialization affects psychological development.
  • Can effectively counsel members of the same or other sex.
  • Can effectively counsel heterosexual, lesbian/gay, and bisexual clients.

Supervision

  • Establishment of an effective, helpful stance in individual supervision, taking responsibility for the initiation of discussions in areas in which the supervisee would like to expand skills and/or understanding.
  • Is responsive to feedback, willing to read and expand knowledge and to try out alternative therapeutic interventions.
  • Is responsible in attending supervision sessions, appearing on time, and bringing in taped therapy sessions.
  • Read suggested materials in order to expand knowledge.

Relationship with Colleagues

  • Demonstrates an ability to establish good working relationships with a majority of individuals on the regular staff, as well as with other interns.

Projection of a Competent Image

  • In the course of one's service to the campus, the supervisee becomes visible as a respected member of the Center staff.
  • Responsibly completes commitments, i.e., carries out assignments, appears on time, etc.

Administrative and Written

  • Responsibly completes required record keeping forms and maintains case notes.
  • Is able to communicate in writing to other professionals which includes writing intake summaries, transfer notes, termination summaries, and assessment/evaluation reports.

Responsibilities

The following list details the amount of time an intern might devote to specific training and service activities.

  • Activity Hours per Week (average work week)
    • Individual Therapy 10
    • Group Therapy 2+
    • Intake 2
    • Crisis Intervention/Triage 3
    • Program Development & Delivery of Outreach Services (Workshops, Courses, Retreats, etc.) 3
    • Teaching 1-2
    • Staff Meetings and Administration 3
    • Professional Development 3
    • Individual Supervision (3 in Fall Quarter) 2
    • Intern Training Seminar 2
    • Intern Group Supervision 2
    • Intern Support Group 1
    • Committee Participation (optional) 1-2

Internship Application Information
Qualifications of Candidates

Candidates should have completed their course work toward their doctorate in an APA accredited program in counseling or clinical psychology, including a minimum of 800 hours of supervised practicum experience. Candidates should also have completed course work and have working experience with culturally diverse populations.

Recommendations:

1. Please submit your applications, letters of recommendation and other materials in a single packet.

2. Please submit your APPIC application double sided on standard paper. It is quite lengthy and maybe we can save a few trees!

To apply:

Applications should include:

  • The APPIC application form
  • UCI supplemental questions (Adobe pdf format) (Please limit your response for both questions to one page total)
  • Current Vita
  • Official graduate transcripts (not copies)
  • Three letters of recommendation (at least one from a clinical supervisor)

Send to:

Michael DeMania, Ph.D.
Assistant Director/Training Director
ATTN: Internship Coordinator
University of California, Irvine
Counseling Center, Room #201
Student Services I
Irvine, CA 92697-2200
(949) 824-6457
Fax: (949) 824-6586

UCI's Counseling Center is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and follows all guideline regarding the internship notification process established by APPIC.

All application materials must be postmarked by Nov. 3, 2008

Stipend & Benefits

The rate of pay for full-time funded Interns during the 2006-2007 year was $24,000.

Interns receive paid vacations and University holidays. Vacation time is accrued at the rate of 10 hours per month, based on a full 40 hour work week during the month. University holidays occur on: July 4, Labor Day, Thanksgiving, Christmas, New Year's, Martin Luther King's Birthday, a Winter Holiday, a Spring Holiday, and Memorial Day. Whenever interns wish to take off work for vacation, they should make arrangements with the Training Director and have their professional responsibilities covered. The Front Desk, the Primary Supervisor, and the Training Director should be notified of any extended planned absence.

Sick time is accrued at the rate of 8 hours per bi-weekly for full-time employees. Time sheets need to be turned in to the Office Manager on a monthly basis, recording work time, sick leave, comp time spent, and vacation time spent.

Interns are eligible for the University's health insurance program. Several different plans are available. The Office Manager will provide summaries of each of the plans and will instruct interns on how to enroll. Dental coverage is also available. Parking Permits can purchased through the Parking Office.

The Center requests money for travel each year. Depending upon budget allocations, travel money may be available. Interns can use their professional development time, and vacation time to attend professional conferences and arrange dissertation meetings. Many of the staff and interns are also typically given time to attend local conferences such as the OCCDHE (Organization of Counseling Center Directors in Higher Education).