Doctoral Internship in
Letter to Prospective Applicants
Welcome to the Ohio University Doctoral Psychology Internship Program website and thank you for considering Ohio University Counseling and Psychological Services (CPS)as an internship for the 2014-2015 academic year. Our goal is to provide high quality training in the practice of professional psychology. Interns in our program have the opportunity to receive a wide variety of training experiences that will help you prepare for full-time clinical work. This brochure is designed to help you become familiar with the organization and goals of our training program, in order to help you in your application decisions.
CPS is a department within the Division of Student Affairs. Interns have an opportunity to gain familiarity with how an organization such as the Division interacts cooperatively across departments to meet student needs and promote success, wellness, and good citizenship.
On this webpage, you can find a complete description of our training program, including a link to our handbook, but if you have any questions, please don't hesitate to contact me via e-mail:firstname.lastname@example.org.
If our internship program looks like a good fit with your training goals and interests, please complete the application materials no later than Thursday, November 21, 2013.
Michelle Pride, Ph.D.
Doctoral Internship in Professional Psychology
Philosophy of Training
At Ohio University's Counseling and Psychological Services, interns engage in structured training and professional practice designed to provide a sequence of increasingly complex professional experiences, roles, and responsibilities. As confidence and competency increase, interns learn by becoming progressively more independent while retaining access to consultation, training, and support. By the end of the internship year, interns are expected to be ready to function as autonomous, entry-level practitioners with an intermediate to advanced level of competency in all professional areas.
To accomplish this, the training program at Ohio University uses the Developmental Mentorship model. We help interns build on previous skills and knowledge with hands-on learning opportunities as full-time practitioners in training under the guidance of skilled clinicians. We emphasize the dynamic relationship between the larger conversations going on in the scientific field of psychology and the more intimate conversations going on between the mentor and the apprentice.
The basic components of our training program are a strong emphasis on the growth process of the interns throughout their experience of socialization into the field of professional psychology and the amount and quality of supervision and mentoring the intern receives from experienced clinicians.
Description of Internship Activities
A. Seminars/Training Activities
Professional Issues and Ethics Series (1.5 hours/week, all year): This seminar addresses ethical issues, multicultural and diversity issues, and issues of professional development and entry into the field of professional psychology. Presentations by staff members, community professionals, and interns cover a wide range of topics based on the intern group's needs and special topics that are of interest to them.
Supervision of Supervision Seminar (1 hour/week, fall semester): Provides training and preparation for supervision of counseling and psychology trainees at CPS.
Group Supervision of Supervision (2 hours/wk, spring semester): Provides training and preparation for supervision of counseling and psychology practicum students, and trainees at CPS under supervision of licensed staff.
Group Therapy Seminar/Supervision (1.5 hr/wk, fall and spring semesters): Interns meet to learn about group facilitation and to get supervision for their ongoing therapy groups at CPS.
Consultation/Outreach Seminar/Supervision (summer intensive seminar and scheduled as needed throughout the year): This seminar will provide an overview of theory, models, and techniques of consultation and outreach, including: how to design programming, conduct a needs assessment, etc. Intern activities in the areas of consultation and outreach are supervised at this time and the amount of time in supervision decreases over the year as interns operate more autonomously.
Clinical Training Series (1.5 hours/week, all year): This seminar series will address differential diagnosis, evidence based treatments, and case conferences. Differential Diagnosis will provide an overview to the DSM-5. Evidence based treatments will focus on those treatments used with common presenting issues at a University Counseling Center (e.g. anxiety, depression, substance abuse, trauma). In case conference, interns will have the opportunity to develop their case conceptualization skills and present more formal case presentations. Interns and staff are invited to contribute alternate theoretical perspectives, research or treatment information, as well as feedback to the presenter.
Summer intensive seminars (approx. 25-30 hours per week, approx. 3 weeks in summer): Brief, intensive seminars are offered in summer to get interns "jump-started" so they can begin providing services in a wide range of areas for fall semester. These seminars are offered in the following areas: alcohol and substance abuse treatment, group counseling, couple counseling, clinical interviewing, outreach, and emergency services/ crisis intervention.
Clinical Team Meeting (1 hour/week, all year starting in fall): All interns join with the clinical staff for one hour weekly clinical consultation meetings. This meeting provides an opportunity to distribute new clients as well as receive support, feedback, and suggestions for particularly interesting and challenging clients, or those where some factor(s) present potential ethical conflicts, etc. This is also a forum to discuss emerging critical clinical issues from the university community: recent university crises, or emerging situations likely to lead to crisis, such as severe conflict in a program, a student death, an attempted suicide, etc. This meeting is used, at times, for professional development topics of interest to the staff. The meetings are informal in format, and trainees as well as staff are invited to bring in relevant information, viewpoints, or case material.
Diversity Brown Bag Series (1.5 hours, once a month): All staff, interns, and trainees are strongly encouraged to participate monthly in the diversity brown bag series. Topics are collaboratively identified and address a wide variety of diversity issues based on the interests and needs of current staff, interns, and trainees. The goals are to promote ongoing personal reflection on diversity issues in order to increase awareness and knowledge about these issues and to create a safe environment to have genuine discussion about these issues. The format is varied and may include reading and discussing articles, watching videos, having panel presentations from campus or community members, or staff presentations.
Individual Clinical Supervision (2 hours/week, all year): Intern supervision is a priority of the program and is geared to the intern's level of professional development. Each intern receives a minimum of two hours of individual supervision weekly. All primary supervisors are licensed psychologists. As might benefit the intern, other staff contribute supplementary supervision in areas such as group work, consultation and outreach, etc. Interns will be evaluated quarterly by each of their clinical supervisors (see Quarterly Intern Performance Evaluation) as well as receive evaluative feedback in each of the supervision/seminar areas. Each intern also has a broader evaluation given twice yearly, written by his or her primary supervisor. This evaluation will include feedback from all staff members who had worked with the intern during that evaluation period and will be shared with the intern's home department (see Six Month Intern Performance Evaluation). Evaluation will be discussed in more detail in the section on evaluation.
Apprenticeship Supervision (weekly as arranged, see list of apprenticeships):Clinicians at CPS have expertise in a number of different areas, whether clinically (i.e., eating disorders, substance abuse), in other services areas (i.e., diversity training, group coordination, outreach), or administratively (i.e., training, clinic management) for which they offer specific mentorship. Interns will need to choose one 'major' rotation for apprenticeship that they focus on for the entire year. It is expected that interns will integrate their apprenticeships into their requirements so that their hours stay within reasonable limits.
B. Administrative/Staff Activities
Administrative Staff Meeting (1 hr/week, all year)
All interns and the full staff meet together once a week, for one hour for an administrative meeting to discuss issues, changes, concerns, or information important to all staff. Procedural changes, additions to the computer networks, new forms and documents, or scheduling of programs are examples of topics that may be covered in these meetings. Trainees, as well as full staff, are invited to bring in relevant information or bring up topics and concerns to be discussed.
Meeting with the Training Director (2 hrs/month, fall semester and 1 hour/month spring semester) The training director meets with the interns as an opportunity to do any business that we need to do, air problems, process, and relax together. This is for the purpose of keeping the lines of communication open between the interns, the training director, and the staff.
Committee Work (variable)
As part of their apprenticeship experiences and interests, interns may become involved in committee work either within CPS, to further our own goals, for the Division of Student Affairs, or for the Ohio University campus at large. CPS committees include the Eating Disorder Support Team, Clinical Services Committee, Diversity Committee, and Training Committee.
Professional Development Time (variable): Interns are allowed to use professional development time to attend conferences, go on job interviews, attend home program meetings for dissertation and graduation, etc. All professional development time must be submitted in writing and approved by the Training Director.
C. Direct Services
Clinical Services: Interns are required to provide approximately 13-19 hours in direct clinical services to individuals and couples, as well as conduct group therapy sessions throughout the year (see Time Commitment Chart for a breakdown of the hours). They are also required to provide emergency walk-in services in rotation with the rest of the professional staff. Clients at CPS represent a wide range of backgrounds and identities, presenting concerns, and levels of clinical complexity. Interns must maintain approximately 13 to 19 hours of direct clinical contact weekly in order to meet training requirements that a minimum of 25% of the intern's time be spent in direct clinical service. Each intern will be able to develop some specific clinical interests within an apprenticeship structure and broad generalist skills in the counseling center.
Consultation and Outreach Services: Interns engage in regular outreach and consultation programming for CPS. Over the course of the year, each intern must provide a minimum of five programs per semester for the fall and spring semesters. Interns will meet with the Outreach coordinator, as needed, to develop outreach programs, identify opportunities to engage in programming, and receive supervision of their programming.
Supervision of Practicum Students and Trainees: Interns will be required to provide direct supervision to at least one clinical or counseling trainee/practicum student during spring semester. These trainees/practicum students see between 7-9 clients and their supervision is split between two supervisors, one of whom will be an intern. Part of the supervision will involve reviewing tapes and notes of the supervisee. Training and supervision of supervision will be provided throughout the year, first in the form of a seminar in the fall, then the in form of a 2-hour supervision of supervision meeting during spring semester.
On-Call Emergency Services: During fall semester, interns will shadow a senior staff member who is on call for two non-consecutive weeks, gaining experience in responding to crisis situations. During spring semester, interns will provide primary coverage for the on-call phone for two non-consecutive weeks and will receive supervision and back-up from a senior staff member.
D. Documentation of Hours
Interns are responsible for documenting their hours on an Excel spreadsheet that is provided to them ahead of time. Hours can be totaled for report in the spreadsheet. A copy of the spreadsheet data needs to be submitted to the Training Director on a monthly basis. Interns will be given feedback about their hours every three months at minimum.
List of Potential Apprenticeships
NOTE: Apprenticeships vary in their time commitment and intensity, including time involved in direct service, readings/trainings, and meetings with mentors. Interns should contract for their time and activity commitment with their apprenticeship mentor prior to the start of fall semester. Interns are expected to integrate their apprenticeship interests into their expected hours for the agency. Apprenticeships are offered in a variety of areas or may be designed by the intern in consultation with the staff.
An intern apprenticing in this area would develop more in-depth experience with clients who have clinical or subclinical eating disordered behaviors (approximately 25% of the interns' case load would be ED clients). The intern would meet regularly with the ED interdisciplinary team and would be responsible for organizing Eating Disorders Awareness Week on campus. The intern may also choose to dovetail their consultation and outreach projects to fit with their interest in eating disorders.
Motivational Interviewing/Substance Abuse
Alcohol and other drug use present a huge challenge to student development and wellbeing. An intern wanting extra experience in this area may choose to meet with our AOD specialist and develop more in-depth knowledge about and skill using motivational interviewing. Approximately 20-25% of the interns' caseload would be clients with AOD issues.
An intern apprenticing in this area would develop more in-depth experience with clients who have experienced a sexual assault, a portion of their case load would be sexual assault survivors. They may also choose to facilitate a sexual assault survivors group. The intern may choose to attend committee meetings and consult with offices on campus that are involved in sexual assault prevention, policy development, and intervention, including The Women's Center, Dean of Student's Office, and OU's Sexual Assault Advocate/Survivor Advocacy Program.
Sexual Orientation/Gender Identity
CPS collaborates regularly with the LGBT programming office and provides clinical services for lesbian, bisexual, gay, and transgendered students across campus. An intern apprenticing in this area would have about 20-25% of their caseload designated for LGBT clients and they may also run either the Rainbow Room or Transitions (support groups for the LGBT community). Interns may also choose to do outreach and consultation with the LGBT center on campus.
An intern choosing a more intensive experience with group work will get experience doing process observation, co-lead an additional group of their choice, and aid in administrating and promoting the group program at CPS.
Supervision (minor rotation only)
This will be an opportunity to double the experience of the intern's supervision of trainees in at CPS. The direct supervision opportunity is only offered through spring semester extending the regular supervision rotation. Interns can also focus their consultation and outreach responsibilities to help with the Counselor in Residence Program, as part of learning how to administrate and supervise those trainees who are CRs.
Consultation and Outreach
An intern can work directly with the C/O coordinator, learning how outreach programming is organized and managed, how to connect staff with expertise and potential clients needing outreach and consultation. The intern will have an opportunity to get more in-depth experience in the practice of consultation, developing and working on additional projects that are the direct responsibility of the coordinator.
The Intern Weekly Schedule given here is offered as a typical example. An actual week may vary somewhat depending on intern activities and commitments.
Direct Clinical Services Hours Committed
|Emergency Walk-in hours
|Outreach Presentations (spread over time)
|Preparation for Programming
|Liaison Services Provided
|Group Supervision of Group Therapy
|Supervision of Supervision
|Intern Supervision of Trainee (2nd half of Fall and Spring semester)
|Supervision of Apprenticeship
| Clinical Skills Series
| Professional Issues and Ethics Series
| Group Therapy Seminar/supervision
| Supervision Seminar (1 semester)
| Diversity Brown Bag
| Committee Work
| Clinical Team Meeting with Staff
| Administrative Staff Meeting
| Supervision Prep Given/Received
| Brown bag meeting with TD
| Consultation and Outreach prep
| Paperwork, Preparation (approx)
Total Time: Approx. 40-45
(excluding on-call coverage for the emergency phone)
Goals of the Training Program
Goal 1: To promote the development of an identity as a professional psychologist through the integration of science, theory, and ethics in professional practice.
Goal 2: To promote the development of skills and competencies as an entry-level generalist psychologist in professional practice.
Goal 3: To promote the development of knowledge, skills, and awareness of the role of cultural and individual diversity in the professional practice of psychology.
For more information on competency areas for evaluation and exit criteria, please refer to the Internship Training Handbook.
Evaluation, Disciplinary Actions, Appeals and Grievance Procedures are available in the Internship Training Handbook. Further information is available in the Training Policies and Procedures.
Candidates must be enrolled in an APA-accredited doctoral program in counseling or clinical psychology or a closely related area. All of the formal coursework and comprehensive examinations for the doctorate must be completed, including all supervised practicum courses. It is strongly recommended, but not required that applicants have completed their dissertation proposal by the time of the internship interview, as it is required that the dissertation proposal be defended by the time internship begins in August. A complete description of the entrance criteria is provided in the handbook.
The internship is for 12 months and carries a stipend of $24,600. Included benefits are health insurance, dental insurance, retirement benefits, sick leave, and vacation.
Internship begins on August 1st.
How to Apply
CPS is an APPIC member agency and adheres to all APPIC Match policies, and participates in the APPIC Match. Applicants for internship must currently be enrolled in an APA-accredited doctoral program in clinical or counseling psychology.
All applicants must complete the on-line AAPI to be considered for Ohio University's internship program. Ohio University does not require any supplemental materials be submitted with the AAPI. A complete application will include:
1. A curriculum vitae
2. All graduate transcripts
3. A cover letter describing how you would be a good fit with the internship program at Ohio University's Counseling and Psychological Services. Please be specific about your goals for internship and how our particular program will help you meet these goals.
4. Three letters of reference, at least two of which are from licensed psychologists who have supervised your clinical work.
All application materials must be available for our review by 4pm EST on November 21, 2013.
For questions or clarifications regarding the Ohio University CPS internship program or application procedures, contact:
Michelle Pride Ph.D.
Counseling and Psychological Services
2 Health Center Drive
Athens, Ohio 45701 (740) 593-1616
Equal Employment and Education Opportunity/Affirmative Action
Ohio University's Equal Employment and Educational Opportunity Policy can be found at the website: http://www.ohio.edu/policy/40-001.html.
Information on our Affirmative Action Policy can be found at the following link: http://www.ohio.edu/equity/Discrimination/affirmative-action.cfm.
Ohio University has clear guidelines for defining and handling discrimination in the university community(http://www.ohio.edu/equity/discrimination.cfm).
You can also find our diversity statement within Ohio University's mission statement: http://www.ohio.edu/catalog/96-97/mission.html.
CPS operates within the context of a university counseling center that puts a high premium on valuing diversity among people. Any trainee/intern coming to CPS would work within this value. The multicultural staff at CPS recognizes that many factors including race, ethnicity, range of ability, age, gender, sexual orientation, religion, culture, socioeconomic status and other unique challenges are salient in students' lives. It is our commitment to welcome all people with respect and sensitivity. CPS values all identities and we value students in all their individuality.
Fred Weiner, Ph.D.
University of Massachusetts Amherst
Paul Castelino, Ph.D.
Associate/Clinical Director and Clinical Coordinator
Michelle Pride, Ph.D. Training Director
Michigan State University
Jonathan Mosko, Ph.D.
Senior Staff Psychologist/Group Therapy Coordinator
Rebecca Conrad Davenport, Ph.D.
Senior Staff Psychologist
University of Illinois Urbana-Champaign
Krystal Hernandez, Ph.D.
Senior Staff Psychologist
Bowling Green State University
Erika Gray, Psy.D.
Senior Staff Psychologist/Outreach Coordinator
Wisconsin School of Professional Psychology
Angela Harris, Psy.D.
Senior Staff Psychologist
Ashley Holt, M.Ed.
Senior Staff Therapist
Additional Staff at CPS
Patricia Mickunas, M.D.
Wright State University
Heidi Jache, M.D.
Staci Gambill, CMA
Certified Medical Assistant
Joseph Bennett, M.A.
Minnesota School of Professional Psychology
Joseph Bryan Conrad, M.S.
Cleveland State University
Kendra Mathys, M.A.
The Chicago School of Professional Psychology
Melinda Honeycutt, M.A.
Pacific University, School of Professional Psychology
Johanna Malaret, M.A.
California School of Professional Psychology
Amber Silverman, M.A.
Illinois School of Professional Psychology
Click here for more information on Professional Staff at CPS