UCS

Doctoral Internship Structure

The training curriculum of the internship is designed to provide a planned, experiential, and supervised sequence of training that is developmental in nature with increased challenge and complexity throughout the internship year.  We strive to provide a learning environment that allows interns to thrive and prosper in building on their existing knowledge, solidifying strengths, taking risks, and developing and implementing new skills/competencies.  With support, challenge, role modeling, and mentoring, we expect interns to grow into competent health service psychologists who will be well-prepared to practice within a university or college counseling center, or generalize their skills to other practice settings.

We begin the training year by providing information, structure, role modeling, and observational learning before interns engage in experiential learning and then assume increased autonomy throughout the year.  For example, many of our training experiences begin with interns observing a professional staff member performing a direct service (e.g., intake/clinical assessment, outreach, consultation).  This allows interns to observe and learn from the professional staff member before transitioning to being observed (e.g., intake training process) or co-facilitating a service (e.g., RIO Workshop Series, outreach, consultation) before doing so independently.  Vital to this learning process are the committed training and supervisory staff who support and challenge interns in a developmental process of competency acquisition as they refine their practice as formed through both the processes of experiential practice and engagement of scholarly knowledge

Interns work closely with their supervisors and the Coordinator of Training throughout the internship year to develop a balanced caseload (e.g., clinical interests, training needs, diversity) and a variety of experiences.  CSUN’s diverse student population provides interns with the opportunity to work clinically with a wide variety of clients with a wide range of Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnoses and the opportunity to engage with students in other modalities (e.g., outreach, consultation, training, supervision, etc.).  In addition, the training program strives to provide a learning environment that allows interns to meaningfully explore both professional and personal issues like knowledge, values, and self-awareness, which relate to their clinical functioning, multicultural competency, and professional identity and development. Training and supervision take place in-person throughout the year at UCS.  We do not use distance education technologies for training and supervision.

Types of Service

Intake/Clinical Assessment

Interns are expected to provide two (2) intakes/clinical assessments per week.   During the intake, interns conduct a clinical assessment that is bio-psycho-social-cultural in nature.  They are responsible for clarifying the client’s presenting concern(s), formulating a case conceptualization, diagnosis (if applicable), disposition (e.g., identifying appropriate on- and/or off-campus service options, treatment plan, etc.) and recommendations/referrals. 

RIO Workshop Series

RIO (Recognition, Insight, and Openness) is a series of three (3) curriculum-driven seminars/psycho-educational workshops that are used as an initial intervention for many students.  RIO is based on Acceptance and Commitment Therapy (ACT) and assists clients in gaining clarity about their therapy goals as well as learning tools to reduce stress and improve general well-being. 

Individual Therapy

Short-term individual therapy constitutes a major portion of the intern’s direct service responsibility.  Interns can expect to carry a steady caseload of diverse clients, seeing approximately 9-12 individual client appointments per week (depending on whether they have a triage shift); however, they tend to carry more than 20 active clients at a given time due to some clients being seen on a bi-weekly basis.  Interns select their clients primarily from their intake/clinical assessments, manage their caseload, and strive to develop a balanced caseload (e.g., clinical interests, training needs, diversity) in consultation with their supervisors.  Interns are able to work with two (2) clients in open-ended/long-term therapy throughout the training year.

Specialized Clinical Experience:  Interns who wish to gain specialized experience with a particular population of student or a particular clinical issue (that would be amenable to the parameters of short-term services at UCS) are encouraged to consult with their supervisor and the Coordinator of Training.   

Triage/Urgent Care Services

UCS provides urgent care services for students who identify their needs as emergencies/crises.  Starting in November, interns join staff counselors in providing four (4)-hour triage shifts, during which time they respond to clients seeking urgent care, as well as phone and in-person consultation requests from campus and community members.  The triage session is meant to be a brief session (approximately 20-30 minutes long), and is intended to learn about and understand the client’s urgent need(s), complete a risk assessment (and intervention, if needed), and determine case disposition (e.g., emergency intake, psychiatric consultation, case management, referral, hospitalization, etc.). 

*UCS counselors do not provide emergency crisis coverage after regular office hours or on weekends or campus holidays.

Conjoint Therapy

UCS offers interns opportunities to work with students in a variety of diverse couple relationships, such as LGBTQ couples, couples living together, married couples, and/or couples with children.  However, conjoint therapy constitutes a minor portion of the intern’s direct service responsibility. 

Group Intervention

Interns co-facilitate groups and workshops with senior staff counselors (or may co-facilitate with another intern during the spring semester with a staff member serving as supervisor).  UCS offers a variety of groups and workshops each semester including therapy and support groups, as well as multiple-session psycho-educational workshops on topics such as anxiety management, depression management, relaxation and mindfulness, procrastination, shyness, body image, and self-compassion.  Ongoing therapy and support groups focus on issues (e.g., eating disorders, sexual abuse, self-esteem, grief and loss), specific populations (e.g., Latina/o, African-American/Black, men, women, LGBTQ), and general therapy (Understanding Self and Others).

Specialized Group Experience:  Interns who wish to gain specialized group experience with a particular population of student or a particular clinical issue (that would be amenable to the parameters of group services at UCS) are encouraged to consult with their supervisor, the Coordinator of Training, and the Groups Coordinator.   

Outreach and Consultation

Outreach and consultation is viewed as meeting multiple needs of our campus community including providing prevention efforts, identifying students who may benefit from UCS services, de-stigmatizing counseling services, and reaching underrepresented client populations.  There are multiple ways in which interns actively participate in the center’s outreach and consultation activities.  Interns may identify diverse student groups (e.g., Latino/a, African-American/Black, LGBTQIA, Middle Eastern, international, veterans, etc.), particular campus departments or groups (e.g., Residential Life/Housing, Athletic Department, DREAM Center), or special areas of interest (e.g., mindfulness, health promotion, rape prevention, eating disorders) around which they want to develop consultative relationships and/or outreach programs.  Interns are also made aware of ongoing departmental presentation/workshop requests from faculty, staff, student organizations, residence hall staff, and members of the CSUN community.  Outreach programs are developed and facilitated collaboratively with staff or interns as well as independently.  Consultative relationships and activities may be established with a variety of campus partners.  In addition to outreach programming, interns are often involved in passive programming for larger campus-wide events such as providing table displays, brochures and handouts, and interaction with students. 

Case Management and Administrative Time

Interns are provided with eight (8) hours per week for case management including clinical documentation and associated follow-up tasks (e.g., professionally-related phone calls, consultation with off-campus professionals).  In addition, this administrative time may be utilized by interns for preparation for supervision (e.g., reviewing digital recordings, preparing questions) and research/scholarly activities (such as reviewing existing and current literature, work on dissertation or doctoral project, work related to outreach, consultation, program evaluation, and/or peer programs).

Training Opportunities for Interns

Professional Seminars

Professional seminars (Pro Sems) are scheduled weekly for two (2) hours.  These seminars are didactic, providing lecture, discussion of scholarly literature and research, case studies, and experiential activities, on a variety of areas in the field of health service psychology as well as specific topics related to working with a university/college population.   Interns are expected to complete any required readings or activities requested in advance by the seminar presenters, and are expected to actively participate in discussions and/or experiential activities that occur during these seminars.  Professional seminars are provided primarily by in-house counseling staff, which gives the interns opportunities to have exposure to and interact with a variety of counseling staff members; some outside professionals are invited to present on areas of their particular expertise.  Interns are expected to complete a brief evaluation for each Pro Sem to offer feedback and recommendations for ways to improve seminars in the future. 

Multicultural/Diversity Seminars

The multicultural/diversity seminars are part of the weekly professional seminar series, providing two (2) hour seminars.  These seminars include a variety of topics on serving diverse populations and specific multicultural topics such as First Generation College Students, Working with Chicana/o Students, Working with Asian-American Students, Working with African Americans, Providing Optimal Care to LGBTQ Students, Unique Issues in Working with Deaf and Hard of Hearing Students, and Introduction to Multiculturally Competent Work with International Students, among others.  These seminars are focused on developing interns’ knowledge and competency in multicultural counseling and professional practice with diverse populations.  The multicultural/diversity seminars also include a monthly series of three (3) hour experiential seminars, offered throughout the training year.  These seminars are focused on increasing interns’ knowledge, awareness of values and attitudes, skills for assessment and intervention, and knowledge of multiple intersecting cultural identities, pertaining to competent multicultural practice.  Diversity is broadly conceptualized, and the seminars engage interns around a number of dimensions of diversity including (but not limited to) race/ethnicity and racism, class/socioeconomic status and classism, gender and sexism, sexual identity and heterosexism, spirituality and religion and religious oppression, abilities and ableism, and age and ageism. Overall, these seminars address the clinical implications of oppression, differential privileges, and access to resources, through an ecological perspective.

Training Modules

The training modules are an additional weekly didactic activity for interns.  There are five (5) rotating topics offered for one (1) hour each week.  Each training module is facilitated by a different staff member and include clinical assessment & diagnosis, crisis intervention & management, short-term therapy, group therapy, and outreach, consultation, & program evaluation. 

Training and Supervision of Peer Educators

Interns are assigned to work with one of two peer education programs at UCS (The Blues Project or JADE) two to three (2-3) hours per week.  Within their assigned peer education program, interns work collaboratively with the Peer Programs Coordinator, Graduate Assistants, and Student Assistants, to provide training and supervision to the advanced group of peer educators for their particular program.  This includes working collaboratively to develop the syllabus for the semester, providing training, identifying and scheduling outside presenters, participating in various mental health awareness weeks, “greenlighting” (observing, providing feedback, and approving) peer educator’s presentations; observation of presentations; and supervision of these efforts. 

Staff Meeting

Interns participate in weekly staff meetings with the multidisciplinary counseling staff.  Staff meetings provide information from the Division of Student Affairs as well as the campus community at large and address and discuss administrative issues as well as provide staff a space to share announcements (e.g., programming, groups, committee reports, etc.) and provide opportunity for collegial support.

Intake and Case Disposition Meeting

The intake and case disposition meeting is part of our weekly multidisciplinary staff meeting with the entire counseling staff and staff psychiatrist.  Interns and counseling staff members present intake cases they would like to discuss and/or consult with our staff psychiatrist about as well as intakes needing to be assigned, transferred for treatment at UCS, or referred (e.g., multicultural/diversity considerations, treatment plans, disposition, etc.).  Interns are expected to utilize the Case Disposition Checklist (see Appendix) when presenting intake cases for discussion, consultation, or referral (within UCS or off-campus).  Clinical issues that impact the center as a whole (e.g., emergency situations on campus that UCS is expected to respond to) may also be discussed in this meeting.

Case Conference

The case conference is a bi-monthly (2x/month) meeting that serves as a peer consultation group for the entire counseling staff (including interns).  Counselors and interns are divided into smaller groups of 4-5 to discuss ongoing cases in an effort to receive feedback and suggestions from other counselors in attendance.  Case conference is intended as a means of:  allowing interns to informally present cases to counseling staff; observe counseling staff members present cases informally; exposure to different theoretical orientations, professional interests, and specialization; and providing interns the opportunity to participate in interactive scholarly discussion on relevant clinical topics. 

Peer Review Committee

Peer review is a weekly committee meeting that is intended to provide clinical consultation and a collaborative treatment team approach to clients identified as high risk.  The goals of the peer review process are to provide optimal clinical care to clients, while at the same time providing consultation and support to UCS counselors and interns working with high risk clients.  UCS counselors and interns are required to seek consultation at the peer review committee for any clinical cases involving high risk (e.g., client danger to self or others, psychosis, severe eating disorder or alcohol/substance concerns, etc.); clinical cases involving psychiatric hospitalization; and counselors or interns (beyond their two long-term cases) requesting session limit extensions beyond the annual 8-session limit. 

Psychiatric Mental Health Consultation

Interns are expected to work collaboratively and consult, as needed, with staff psychiatrists and residents to manage cases referred for psychiatric care.   Communication between UCS counselors, including interns, and staff psychiatrists/residents is essential for continuity of care.

Intern Support (Meeting with Coordinator of Training)

Interns are required to attend a bi-weekly (2x/month) group meeting with the Coordinator of Training (rotates with Case Conference meeting) that is intended to provide additional intern support.  This may include discussion about how the internship is progressing; sharing aspects of professional development; and/or address any administrative, procedural, or training-related questions or concerns.

Committees

Interns are asked to participate on a minimum of one (1) committee during the internship year.  UCS committees include: 

Diversity Committee:  The Diversity Committee consists of senior staff counselors and interns who volunteer to serve on this committee.  The chair of the committee is determined by the committee members.  The committee meets throughout the academic year to plan and facilitate staff development (e.g., speakers, field trips, retreats, etc.) that contributes to ongoing awareness, knowledge, and sensitivity to multicultural and diversity issues.

Intern Selection Committee:  The Intern Selection Committee consists of senior staff counselors and interns who volunteer to serve and is chaired by the Coordinator of Training.  The committee reviews the application and interview procedures, as well as the interview questions.   Interns are asked to develop a vignette to be used in the role play portion of the interviews.  The committee reads all applications identified by the Coordinator of Training as meeting minimum requirements and then engages in discussion to make decisions regarding applicants to interview. Committee members participate in the applicant interviews and once all interviews are complete, the committee meets to determine which applicants to rank and in what order. 

Open House Committee:  The Open House Committee consists of senior staff counselors and interns who volunteer to serve on this committee.  The chair of the committee is determined by the committee members.  The committee is responsible for planning and implementation of a UCS open house for faculty, staff, and students, during the fall semester.

Staff Development/Continuing Education

Interns are expected to attend all staff development programs sponsored by UCS.  These include formal case presentations by UCS tenure-track faculty counselors and interns; continuing education on a variety of topics provided by both in-house UCS counselors and invited speakers; staff development presentations (including intern professional seminars); self-care retreats; Diversity committee-planned retreats, field trips (e.g., Watts Labor Community Action Committee, Watts Towers, Tia Chucha’s Centro Culturo), and invited speakers on a variety of multicultural/diversity topics (e.g., Middle Eastern and Islamic Students, Transgender Students); and Student Affairs-invited speakers on campus.  Interns are encouraged to develop their identity as professional psychologists by participating in local, regional, and national training workshops and conferences, as well as membership in professional associations or organizations.  Professional release time is available for these activities and limited financial support is provided when funds are available for professional development. 

Outreach and Consultation

Interns are required to provide a minimum of eight (8) outreach programs throughout the internship year.  Within these eight programs, interns have the opportunity for more intensive outreach and consultation experiences with campus constituents (e.g., professor, student group or organization, university department, mental health week sponsored by peer education programs, etc.) for their two (2) original outreach programs.  These programs must be developed in consultation with and supervised by the outreach supervisor and must include professional research or literature (at least three resources or references) on health, wellness, or psychologically-oriented information that is pertinent to the focus on the topic; an outreach presentation of no less than 30 minutes; utilization of multiple modalities of communication (e.g., Powerpoint, Prezzi, video clips, experiential exercises, etc.); demonstration of competent facilitation skills; written feedback from the attendees through use of the UCS Workshop Evaluation Form at the end of the presentation; and direct observation of one of the original programs by the outreach supervisor or the outreach supervisor’s designee.

Program Evaluation Project

Interns are required to develop a Program Evaluation Project in consultation with the outreach supervisor.  Interns will identify a program to evaluate and engage stakeholders in the evaluation process, collect, and analyze data.  There are a wide variety of options for this project.  A program evaluation project at UCS could focus on RIO workshops, HeartMath biofeedback, groups and workshops, etc., as a means of evaluating and/or improving program effectiveness.  The project could also involve working collaboratively with a campus stakeholder outside of UCS, such as developing and evaluating programming or conducting a needs assessment.  Prior interns, for example, have completed projects related to programs they developed for student veterans, student-athletes, and peer tutors, or have focused on needs assessments (e.g., DREAM Center and undocumented students, Middle Eastern students).  Interns write a program evaluation report (see the “N” drive for former interns’ projects and reports) and submit it to the outreach supervisor for review/feedback before presenting their project to the UCS staff, as well as to any campus stakeholder.

Intern Formal Case Presentation

Interns provide a one (1) hour formal case presentation to the counseling staff during the months of January or February.  This presentation is intended to provide an opportunity for interns to demonstrate their skills and competence through their clinical work with a client at UCS, for both their professional growth and in preparation for upcoming job interviews.  Interns are encouraged to be mindful in selecting a specific case that could be used in the context of a job interview.  Interns are encouraged to solicit feedback from counseling staff that may assist them in improving their presentation as professional representation of their work and are provided with written feedback. 

Intern Professional Seminar

Interns develop and present a one (1) hour professional seminar to the counseling staff during the Summer months.  This provides interns an opportunity to engage in scholarly inquiry on a topic relevant to clinical work at UCS, and to develop and present an original professional seminar.  Interns are encouraged to solicit feedback from counseling staff and are provided with written feedback.

Supervision

Quality supervision is considered to be the foundation of our program and interns have the opportunity to engage in supervision with a variety of UCS staff members in numerous formats (e.g., individual, group, peer, etc.).  Interns have input into the selection of who they would like to work with in terms of their primary supervisor, secondary supervisor, and group supervisors, while some of our supervisors are designated by the training program (e.g., Video Group/Peer Supervision, outreach, peer programs).   Supervision is intended to facilitate the development of competencies as well as the professional and personal growth of interns.  Interns’ clinical work is videotaped to facilitate learning and the supervision process.  The training program attempts to foster a structure and process of supervision that provides interns with the context, trust, and support necessary for self-reflection, open presentation of their work, and ongoing growth with regard to multiculturalism and diversity.  The Coordinator of Training and supervisors assist and support interns in their adjustment to and ability to manage a busy schedule with a variety of responsibilities and opportunities.

Individual Supervision

Interns receive two (2) hours per week of one-on-one individual supervision with their primary supervisor, a licensed psychologist in California.  Interns and primary supervisors develop a written supervision agreement that establishes the expectations of the supervisor and supervisee, identifies goals, and addresses legal and ethical issues.  Interns also receive one (1) hour per week of one-on-one individual supervision with their secondary supervisor.  The secondary supervisor may be licensed or license-eligible as a psychologist, social worker, or marriage and family therapist. 

Supervision of Groups & Workshops

Supervision of each group and/or workshop is provided in weekly 30-minute supervision meetings by counseling staff who also serve as the intern’s co-facilitator of group(s).  Interns are required to co-facilitate a minimum of one (1) therapy/process group and one (1) structured/psycho-educational group.   They generally co-facilitate groups with counseling staff members; however, interns may have the opportunity to co-lead a group with another intern during the spring semester.  In these cases, a counseling staff member will be designated to provide supervision to the intern for the group. 

Video Group/Peer Supervision

Video group/peer supervision meets for two (2) hours per week.  This peer supervision offers an opportunity for interns to share their clinical work and provide and receive peer supervision in a supportive, growth-oriented atmosphere.  Digital recordings of interns’ sessions are presented on a rotating basis along with a written case presentation.  The Coordinator of Training facilitates the peer supervision and provides supervision of peer supervision.

Supervision of Outreach, Consultation, and Program Evaluation

Interns are provided with various outreach, consultation, and program evaluation opportunities throughout the training year.  Supervision of outreach, consultation, and program evaluation is provided by the designated supervisor of outreach, for one (1) hour on a bi-weekly basis. 

Supervision of Peer Program Training & Supervision

Interns are assigned to one of UCS’ peer programs, with consideration of intern preferences.  Within their assigned peer program, interns provide weekly training of advanced peer educators as well as supervision of peer educators’ outreach presentations.  Supervision of intern training and supervision of peer educators is provided weekly by UCS’ Peer Programs Coordinator, for one (1) hour on a bi-weekly basis.

Internship Evaluation Process

The training program is committed to providing an optimal learning environment to promote interns’ growth over the course of the training year.  The objective of the evaluative process is to provide interns with ongoing detailed feedback that allows them to build on their strengths and focused areas of growth leading to profession-wide and site-specific competencies.  We make every effort to provide essential didactic activities and experiential opportunities to promote this growth.  Crucial to this developmental process is supervision that provides learning, support, feedback, and challenge, in a safe and trusting environment.  UCS understands that interns may experience stress in response to being evaluated in so many areas by multiple supervisors.  It is our intention to cultivate an evaluative process that is transparent and constructive, thus enabling it to be meaningful and growth producing.  Evaluation is intended to be a collaborative process with feedback provided in a timely manner that is objective, constructive, comprehensive, and ongoing. 

Evaluation of Interns

Informal Evaluation

At mid-semester (fall and spring), the primary and secondary supervisors meet with their mutual interns to provide verbal feedback about their progress, strengths, and areas of growth.  These mid-semester three-way meetings help interns stay on track with regard to their progress, help supervisors provide regular and current feedback to interns, and allow the supervision teams to work collaboratively toward intern goals and competencies.  The Coordinator of Training also meets mid-semester with each intern individually to review their progress, obtain feedback from the intern about their experiences, and provide feedback from the senior staff regarding performance and professional development.  Informal evaluative feedback is provided throughout the semester to allow for maximum opportunity to address any targeted areas of concern. 

Formal Evaluation

At the midpoint and conclusion of the training year, each supervisor provides a formal, written, evaluation of the intern.  The purpose of the evaluation is to provide feedback to the intern, identify areas of competency and areas of growth, as well as to discuss progress on identified learning goals.  The evaluations are expected to involve open communication and two-way feedback that is focused on learning and growth as an on-going process of developing competencies over the course of the training year.  The intern and each supervisor discuss the evaluation, how the intern is progressing, the supervisory relationship, and their overall training experience.  The intern has the opportunity to discuss their reactions to the feedback, and offer critiques of the evaluation and/or the training program, either informally in the discussion or more formally in written response to the evaluation.  Supervisors and interns are encouraged to communicate openly with each other throughout the training year regarding the intern’s progress and the supervisory relationship.  Therefore, it is intended that the feedback provided to the intern in the formal, written evaluation, has already been conveyed throughout the supervision process in an ongoing and timely manner.

Requirements for Completion of the Internship

To successfully complete the internship, the intern must:

  • Complete 2,000 total Supervised Professional Experience (SPE) hours.  This includes direct service hours as well as participation in all training and supervision activities (e.g., professional seminars, training modules, staff meetings, peer review meetings, case conference, video group/peer supervision, individual supervision, and supervision of groups, outreach, consultation, program evaluation, and peer programs), as well as other professional activities (e.g., formal case presentation, professional seminar, outreach requirements, program evaluation project, committee participation).
  • 25% of the total Supervised Professional Experience (SPE) must be in direct service activities.  This includes intake/clinical assessment, triage, individual and conjoint therapy, group therapy, outreach presentations, direct consultation, and provision of training and supervision to peer educators.
  • Satisfy any and all additional competency requirements of the internship, as indicated by satisfactory response to any informal and/or formal remediation instituted during the internship.
  • Complete required supervision hours per the California Board of Psychology (10% of total hours worked per week and 2 hours per week of individual, one-on-one supervision with a California Licensed Psychologist)
  • Actively participate in all professional seminars, multicultural competence seminars, training modules, staff meetings, intake/case disposition meetings, case conferences, peer review meetings, meetings with Coordinator of Training, committee meetings, and continuing education
  • Complete all outreach, consultation, and program evaluation responsibilities described in the training manual
  • Complete Formal Case Presentation and Professional Seminar
  • Complete clinical records and weekly logs in a timely manner
  • Complete all evaluation forms
  • Adhere to APA ethical guidelines throughout the internship year
  • Receive evaluations indicating sufficient achievement of required competencies as detailed in the Internship Training Manual.

Evaluation of the Training Program

The training program is committed to providing an optimal learning environment to promote interns’ developmental changes and growth over the course of the training year.  While we regularly and formally assess the progress of our interns, we also regularly and formally assess the components of, and the comprehensive nature of, our training program.  We attempt to elicit information and feedback from interns that allows us to adequately assess our training program and make any needed modifications or changes to ensure that we are providing the necessary opportunities to develop the clinical competency, multicultural competency, and professionalism, necessary to transition from graduate psychology students into entry level health service psychologists.

Evaluations of the training program include the following:

  • Evaluation of Orientation
  • Evaluation of Supervisors (Primary, Secondary, and Supervisors of Groups)
  • Evaluation of Professional Seminars
  • Evaluation of Training Modules
  • Evaluation of the Training Program
  • Exit Interview with the Coordinator of Training
  • Post-Internship Surveys

Schedule

Although the exact time spent in each category may vary, a sample schedule and a range of time committed to each area is provided below.

Sample Intern Schedule


Direct Service

Intake/Clinical assessment

2 hours

Individual & couples therapy

8 to 12 hours

RIO workshop series

1 hour

Group therapy

3 hours

Walk-in emergency/triage shift

0 to 4 hours

Outreach, consultation, & program evaluation (average per week)

1 hour

Training & supervision of Peer Program (average per week)

2 to 3 hours

Total

19 to 23 hours


Formal Training & Supervision Activities

Individual supervision

 

Primary supervisor

2 hours

Secondary supervisor

1 hour

Supervision of group therapy

1 hour

Video group/peer supervision

2 hours

Supervision of outreach, consultation, & program evaluation (bi-weekly, 2x per month)

0.5 hour

Supervision of Peer Program training & supervision (bi-weekly)

0.5 hour

Professional Seminar series

2 hours

Training modules (topics below rotate)

1 hour

Clinical assessment & diagnosis

 

Crisis intervention & management

 

Short-term therapy

 

Group therapy

 

Outreach, consultation, & program evaluation

 

Intake/case disposition meeting

as needed

Case conference (bi-monthly)

.5 hour

Peer review meeting

1 hour

Meeting with Coordinator of Training (bi-weekly)

.5 hour

Total

10 – 12 hours


Administrative

Staff meeting

1 hour

Case management/Documentation/Prep time

8 hours

Committee meetings

as needed

Total

9 - 10 Hours

Grand total:

40 - 44 hours

Stipend and Benefits

The internship appointment is a 12-month position with a salary of $27,932 for the 2018-2019 training year.  Interns are eligible for Health Insurance, Dental Insurance, and Vision benefits.  For each qualifying pay period (monthly), interns accrue 16 hours of vacation, 8 hours of sick leave benefits, and 1 Personal Holiday.  In addition, there are approximately 12 paid University holidays. 

Interns have their own private office with telephone, voicemail, computer terminal (including e-mail, internet access, and electronic scheduling and records), and Webcam.  In addition, interns have access to excellent library facilities, faculty/staff parking rate, faculty/staff rate for use of the Student Recreation Center, and faculty/staff discount at the campus bookstore.

Licensure Hours

The internship at UCS is a 2,000 hour, full-time (40-44 hours per week), 12-month internship from August 1, 2018, to July 31, 2019.  To successfully complete the internship, interns need to accrue at least 25% of their 2,000 total hours in direct service hours (e.g., at least 500 direct service hours).  Due to the very generous leave benefits offered by the university (see Stipend and Benefits above), interns often work 44-hour work weeks (with 4 hours of paid overtime) in order to meet the 2,000 hours expectation.