Thank you for your interest in the doctoral psychology internship at Ohio University Counseling and Psychological Services. CPS mission is to provide generalist practitioner training in the areas of psychological counseling, education, and consultation to the Ohio University community. We strive to offer services that promote emotional, physical and social well-being for Ohio University students facing adjustment and developmental challenges while respecting and appreciating all cultural identities of our student population. Further, our goal is to prepare generalist practitioners with the knowledge and skills needed for successful entry-level practice of psychology careers.
I hope you find the following information provided on this website informative. I’d like to take a minute to highlight a few aspects of our training program that may be helpful to you in your decision making process.
CPS training program utilizes a Developmental Mentorship training philosophy. Our program is designed to build upon previously acquired skills and knowledge, fostering the competencies for delivering professional psychological services. We provide graduated learning opportunities with increased responsibility as the year progresses, and focus on the developmental process and transitions of interns as they move from student/learner in the classroom, to learner/practitioner in the field, to entry-level professional psychologist. As a staff, we are committed to providing ethical, culturally competent mentoring throughout the internship training experience. Intern growth and maturation occur under the guidance of licensed psychologists and other licensed mental health professionals, who value the reciprocal nature of learning within supportive and challenging mentor relationships.
Our staff members are strong generalists with a variety of specialty areas. As part of their professional development, interns may choose an area of clinical/theoretical focus during the internship year, and apprentice with a “mentor” in a supportive relationship marked by an individualized pace of learning. This learning is enhanced by the development of safety and trust between apprentice and mentor, which allows for appropriate levels of self-reflection and challenge, and we value the privacy of apprentice-mentor communications. Supervisors will communicate about the content of the apprenticeship relationship when ethical violations or other issues of competence arise, when general feedback regarding an intern’s professional development is offered as part of our assessment process, and other times when deemed necessary given the supervisor’s professional judgment.
An important aspect of our philosophy, which is infused throughout our training, is our center’s commitment to celebrating and honoring diversity in our relationships, practices, policies, and procedures. We strive to foster an environment of respect for differences and continually work toward creating a safe, affirming, and inclusive environment for all individuals.
Selecting an internship site is an important decision. We hope that your will find our program to be a good fit with your training needs and goals in the upcoming year. You will find a complete description of our training program, including links to our internship handbook and policies and procedures for training on this website. If, after reviewing the materials, you have any questions about our training program, please do not hesitate to contact me at firstname.lastname@example.org or 740.593.1616.
The mission of Counseling and Psychological Services (CPS) doctoral training program at Ohio University is to provide a generalist practitioner training in the areas of psychological counseling, education, and consultation to the Ohio University community. We strive to offer services that promote emotional, physical and social well-being for Ohio University students facing adjustment and developmental challenges, as well as a broad range of psychological problems while respecting and appreciating all cultural identities of our student population. Further, our goal is to prepare generalist practitioners with the knowledge and skills needed for successful entry-level practice of psychology careers.
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 retraining 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.
Professional Issues and Ethics Series (1 hour/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. Presentation 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.
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 of 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 too the presenter.
Group Supervision of Supervision (summer intensive, 2 hours/week, fall and spring semester): Provides training and preparation for supervision of master’s level trainees at CPS.
Group Therapy Seminar/Supervision (summer intensives, 1.5 hours/week fall and spring semester): Provides didactic training on group theory and facilitation and ongoing supervision of groups co-lead by interns.
Outreach and Consultation Seminar (summer intensives, meets 2x/month through fall semester, as needed in spring semester): This seminar will provide an overview of theory, models, and techniques of consultation and outreach, including how to design and implement programming and foster collaborations across campus. The amount of supervision of these activities decreases over the course of the year as interns move toward operating more autonomously.
Summer intensive seminars (approximately 25-30 hours per week for 3 weeks): 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, provision of supervision, working with Appalachian clients, clinical interviewing, outreach services, emergency services/crisis intervention.
Clinical Team Meetings : (1hour/week, all year): All interns join with senior staff for one hour of clinical consultation weekly. This meeting provides an opportunity to distribute new clients, as well as receive support, feedback, and suggestions for particularly interesting or challenging clients, or those where some factor(s) present potential ethical/legal conflicts. 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 a 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, especially those related to supervision. The meetings are informal in format, and all participants are invited and encouraged to bring in relevant information, viewpoints, or case materials.
Diversity Series (1.5 hours/month, year round): All staff and interns are required to participate 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. All interns will be required to present on brown bag at some point during the year.
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 by their clinical supervisors at the midyear and end point of their internship by each of their clinical supervisors (please see the Internship Handbook for a sample evaluation form). The evaluations 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. ***NOTE: CPS does not complete additional evaluation forms from academic departments. If this is a requirement of your department, please check with them about this policy.
Apprenticeship Supervision (2-4 times/month): (Please see the Internship Handbook link for a tentative list of available apprenticeship rotations) Clinicians at CPS have expertise in a number of areas, whether clinically (i.e. eating disorders, substance abuse), other service areas (i.e. diversity training, group therapy, outreach), or administratively (i.e. training, clinic management) for which they offer specific mentorship. Interns will need to choose one area for apprenticeship that they focus on for the entire year.
Administrative Staff Meeting (1 hour/week, all year): All clinical staff members, including interns, meet once a week to discuss administrative issues, such as documentation, policies and procedures, scheduling, or other issues related to running a university counseling center.
Meeting with Training Director (1-2 times/month): The training director will meet with each of the interns individually once a month and as a group once a month. This is an opportunity to discuss and process any challenges, opportunities, or issues that have come up within the cohort, with supervisors, in training seminars, or in life in general. The purpose of the meetings is to keep the lines of communication open between the interns and the training director.
Committee Work (variable): Interns are required to participate in one internal CPS committee. The committees include the Eating Disorder Support Team, The Clinical Services Committee, The Diversity and Outreach Committee, The Training Committee, and the Safety Committee. Interns may, as a result of their apprenticeship project, participate in more than one 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.
Clinical Services: Twenty-five percent the intern’s time must be spent in direct clinical service. In order to achieve this goal, interns must maintain between 15-23 clinical hours per week. Direct clinical service includes individual, couples, and group therapy, and in-person drop-in/crisis coverage. Clients at CPS represent a wide range of backgrounds and identities, presenting concerns, and levels of clinical complexity. Each intern will be able to develop both specific clinical interests and broad generalist skills.
Consultation and Outreach : Interns will engage in regular outreach and consultation programming with the campus community as representatives of CPS. Over the course of the year, each intern must complete 12 outreach programs (6 per semester). Interns will meet with the Outreach Coordinator, as necessary, to develop programs, identify opportunities, and receive feedback on their programming.
Supervision of Practicum Students : Interns are required to provide clinical supervision to at least one trainee during the internship year.
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 3 months at a minimum.
|Direct Clinical Services||Hours Committed|
|Preparation for presentations||0-1|
|Receiving/Giving Supervision||Hours Committed|
|Supervision of supervision||2.0|
|Provision of supervision to trainee||1.0|
|Preparation for supervision||2.0|
|Training and Professional Development||Hours Committed|
|Clinical Skills Series||1.5|
|Professional Issues and Ethics Seminar||1.5|
|Group therapy seminar||1.5|
|Diversity brown bags||1.5/month|
|Clinical team meetings||1.0|
|Administrative/Other Activities||Hours Committed|
|Administrative staff meeting||1.0|
|Brownbag with training director||.5|
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.
Additional information is available in the Training Policies and Procedures.
Candidates must be enrolled in an APA-accredited doctoral program in counseling or clinical psychology. 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 complete 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 $28,851.00. Health insurance, dental insurance, retirement benefits, sick leave, and vacation time are included in the benefits package.
Internship begins on August 1 st.
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:
All application materials must be available for our review by 5pm EST on November 16, 2016.
For questions or clarifications regarding the Ohio University CPS internship program or application procedures, contact:
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/diversity/upload/AffirmativeActionPolicy.pdf
Ohio University has clear guidelines for defining and handling discrimination in the university community: http://www.ohio.edu/diversity/upload/NonDiscriminationNotice.pdf
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 recognize 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.
Michelle Barron-Wearsch, M. Ed.
Cleveland State University
Lindsay Donofrio, M.A.
Alexander Rowell, Psy.D
Alliant IU/CSPP-San Diego
Bradford Meyers, Psy.D.
Illinois School of Professional Psychology, Argosy -Chicago
Lauren Ranney, M.S.
Azusa Pacific University
University of La Verne
Adler School of Professional Psychology
Joseph Bennett, Psy.D.
Minnesota School of Professional Psychology
Joseph Bryan Conrad, Psy.D.
Cleveland State University
Kendra Mathys, Psy.D.
The Chicago School of Professional Psychology
Melinda Honeycutt, Psy.D.
Pacific University, School of Professional Psychology
Johanna Malaret, Psy.D.
California School of Professional Psychology
Amber Silverman, Psy.D.
Illinois School of Professional Psychology
Meghan Kean, Psy.D.
Matthew Kellar, Psy. D.
Anna Stark, Psy.D.
Sofie Shouse, Psy.D.
Kristi (Peterson) Post, Ph.D.
Brandi Pritchett-Johnson, Ph.D.
Dawn Graham, Ph.D.
Steven Hubbard, Ph.D.
Sasha Ribic, Psy.D.
Jonathan Mosko, Ph.D.
D’Arcy Reynolds, Ph.D.
Kizzie Walker, Ph.D.
Joy Butcher-Winfrey, Psy.D.
Matthew Lee, Ph.D.
Morgan Lucas, Psy.D.