Doctoral Internship in Health Service Psychology

The staff members of the Towson University Counseling Center strive to affirm, promote and celebrate diversity. We are committed to be aware of and understand diversity in its broadest sense.

We view this commitment as an ongoing learning journey, never assuming we have quite arrived. Consequently, we continue to seek opportunities in learning about other cultures and their diverse worldviews. In addition, we are dedicated to create an environment where we value and celebrate each other’s differences and extend this spirit to the populations we serve, treating all with dignity and respect.

Prejudice and discrimination in the areas of race, ethnicity, gender identity, sexual/affectional orientation, physical and mental abilities, age, socio-economic status, linguistic identity, and religious/spiritual beliefs are detrimental to the populations we serve as well as to our own personal and professional development. Therefore, we require of ourselves a commitment to work toward the recognition and elimination of such prejudice and discrimination. We continue to build an open and trusting environment in which we feel free to explore and discuss our attitudes, beliefs, values and behaviors in relation to others who are similar to and different from ourselves.

We do recognize that the active promotion of diversity often engenders a change process that includes conflict and strong emotions. Such a process is natural. Mutual respect, honest self-examination, and ongoing, open-minded discussion are the keys to the resolution of those differences.

 

Clinical Services
INDIVIDUAL COUNSELING AND THERAPY

Interns participate fully in our Flexible Care Model, offering slots for same-day appointments as well as providing scheduled therapy appointments to a select group of appropriate clients. For more detail on our clinical services model, please see our Services page. 

Outreach and Consultation Programming

Outreach programs are an integral component of Counseling Center's developmental/preventive activities.

Consistent with the developmental model outreach programs are designed and implemented early in the year in conjunction with staff as well as other interns.  As the year progresses, interns will provide outreach programs on their own.  Interns participate in facilitating outreach programming that is typical at a university counseling center.  These outreaches consist both of tabling events and workshops about TUCC services, stress management, mindfulness, and other topics related to mental health concerns on a college campus.  Interns will also engage in consultation activities with campus partners.   Examples of such collaborations include faculty/student development workshops with academic departments or student groups, classes, and orientation workshops. Interns serve as a liaison with other offices on campus and are involved in training undergraduate helpers on campus. Supervision of outreach and consultation programs is typically provided by the co-facilitator or Assistant Director for Prevention. 

In consultation with the Assistant Director for Prevention, interns are able to develop an independent consultation project.  Interns may focus their project on a student population of interest, a mental health topic of interest, or a combination of them. Through this project they will develop programming or ongoing consultation with a campus partner or student group that could fill an unmet need that exists on campus or adds to the resources and support of students on campus. Exploration and planning for this project predominantly occurs during the fall semester and implementation of it predominantly occurs during the spring semester.   

Supervision Received
INDIVIDUAL SUPERVISION OF INDIVIDUAL CASELOAD

Supervision of interns is held on a regularly scheduled basis for two hours per week with professional psychology staff who are licensed as psychologists in the state of Maryland. 

Each semester, an intern has one primary supervisor, with rotations happening at the half-year mark. Interns interview staff members to gather information about supervisory approaches and determine with the Training Director who will work with each supervisor in order to best meet each intern's training goals.

While a minimum of two hours per week is devoted to individual supervision for therapy cases and same day appointments, informal supervision is often sought and received over and above the minimum allotted.

Supervision is process-oriented, and self-exploration is often encouraged in the context of one’s growth as a therapist. Specific attention to interns' self-awareness regarding diversity issues and support of interns' ongoing growth in this area is an emphasis of supervision.

Interns’ therapy work is videotaped to facilitate the supervision process.

PEER SUPERVISION OF INDIVIDUAL CASELOAD

Interns meet weekly for group supervision of their individual therapy work. Professional development issues are also discussed during these supervision meetings. 

SUPERVISION OF GROUP WORK

Supervision is provided for each counseling and/or therapy group offered by the intern.  Understanding Self and Other (USO) process groups are supervised in a group supervision with all intern and staff co-leaders.  This supervision provides a wonderful opportunity for peer supervision in addition to supervision by experienced staff members.  If co-leading a second group with a staff member, supervision is provided by that staff person as well.

If and when two interns co-facilitate a group, appropriate supervision with a staff member is arranged.

SUPERVISION OF AN EXTERN AND SUPERVISION OF SUPERVISION

In the spring semester, interns supervise students from local doctoral programs in counseling and clinical psychology on half their caseload. They conduct individual supervision with an assigned psychology extern for one hour per week.

Interns receive supervision of their supervision from a staff member for one hour per week.  

Additionally, interns have periodic group supervision of supervision with the other interns and a clinical staff supervisor.

SUPERVISION OF OUTREACH AND CONSULTATION

Interns meet individually with the Assistant Director for Prevention individually and as a group on a regular basis to discuss their goals related to providing outreach and consultation and progress toward those goals.

Training Opportunities
INTERN SEMINAR

The intern seminar series is an integral part of the doctoral internship program at the Towson University Counseling Center. It provides an opportunity to examine issues related to interns' development as therapists in a context separate from the experiential components of actual direct service and supervision. Because the seminar takes place during the same year that interns are immersing themselves in the practice of psychology with intensive supervision, the experiential components of the program and the seminar can inform one another and provide a unique learning situation for the internship. The seminar has several components:

1. Cultural Reflections: The objectives of this segment of the seminar series are to:

a. Improve knowledge and awareness of the experiences of marginalized groups at Towson University

b. Increase awareness of values, biases, privilege, and identity development due to cultural life experiences.

c. Practice the ability to ask cultural-focused questions with the aim of increasing the cultural self-awareness of the interview and future clients.

The Cultural Reflections seminar series is divided into didactic trainings that inform trainees of the unique experiences of specific cultural groups and experiential trainings (called Cultural Reflections) that include structured interviews to help participants reflect on their myriad cultural identities.

2. Intern Seminar (Evidence Based Practice, Professional Issues, Theoretical Approaches and Special Issues): The intern seminar has the following objectives:

a. Familiarize interns with evidence-based treatments for presenting concerns that are commonly encountered at college counseling centers.

b. Strengthen competence in the critical evaluation of clinical research.

c. Discuss ethical and legal issues related to the profession.

d. Reflect on and discuss the development of one's professional identity.

e. Discuss and provide support on issues related to job search.

f. Explore varied theoretical approaches to treatment and apply them to practice.

g. Expand knowledge in special topic areas such as eating disorders, sexual assault, supervision, substance use, working with a variety of populations of clients e.g. LGBTQIA+, Black students, neurodiverse students) etc. 

This seminar begins during the orientation period and meets multiple times per week during that time.  Once the academic year begins, it meets weekly.  

Psychiatric Mental Health Consultation

The psychiatrist and psychiatric nurse practitioner at the University Health Center (in the same building as the Counseling Center) are available for consultation, and in-service training opportunities. There is the opportunity for collaboration regarding case management and disposition, as well as the opportunity to work in a multi-disciplinary treatment manner with other mental health professionals.

Counseling Center Staff Meetings / Staff Development

We hold weekly staff meetings to convey information from the Division of Student Affairs to Counseling Center staff, to make announcements of relevance to the operation of the Counseling Center, to discuss administrative issues germane to Center programming, and to provide staff development opportunities. Interns are expected to participate as colleagues.

The staff development component is seen as an opportunity for in-service training. Issues of particular interest to staff are identified and staff members, interns, or outside consultants may present on areas specific to their interest and expertise.

Additional Professional Development

The Counseling Center is in full support of the continued development of interns above and beyond that offered through Center involvement and programming. Interns are encouraged to develop their identity as professional psychologists by membership in relevant organizations, attendance at outside workshops, and local, regional, and national conventions. Many workshops and training opportunities are offered in the greater Baltimore/Washington area. We make every effort to facilitate the interns' desire for continued professional development. Professional leave is available for these activities and must be scheduled with consideration of the service needs of the counseling center. 

Case Management

Recognizing the need for effective case management and time to process and reflect upon on-going clients, interns are expected to take time to watch video of their clinical work, write notes, and prepare for supervision.

Intern Support

Every other week, interns have an hour-long meeting designed to provide them with support time. Interns decide how to best utilize this time together. They may build relationships with one another, seek personal support from one another, consult about clients, consult about case presentations/ research presentations/consultation project and outreaches, share resources with one another, discuss future job plans and help each other prepare for interviews, use the time to both support one another and challenge one another by providing multiple perspectives, discuss their experiences in the internship.

Development of supportive group cohesiveness among interns is encouraged.

Electives

Though we call them electives, every intern is required to select at least one elective activity.  An elective is an active learning opportunity through which the intern is expected to take initiative via planning, co-creating, and executing tasks when working with a TUCC senior staff and/or campus partner.  Whether the elective experience involves TU constituents outside of the TUCC or is a function inside the Counseling Center, a TUCC senior staff is needed as a supervisor for the experience.  The elective is a minimum of 25 hours and a maximum of 50 hours over the year's 2000 hours of internship.  An intern that chooses an elective that will include the ability to acquire direct service hours may choose an elective that encompasses closer to 50 hours, while those that will focus on administrative tasks only ought to plan for closer to 25 hours for their elective. 

Suggested electives are listed on the internship website and in the intern handbook. While many electives will be available each fall, not all electives will be available in a particular year depending on availability of staff to supervise them.  Interns may also propose electives that are not listed to the training director who will make a decision with the intern about whether the elective can work.

There is generally a lot of flexibility about elective choice as long as the elective is relevant to the intern's professional development and the Counseling Center mission.

Supervision of elective activities will be determined by the Training Director based on the best match between the intern's training goals and staff expertise.

Electives as Differentiated from Outreach

Core outreach requirements include time in outreach meetings, outreach supervision, preparing and delivering outreach programs and developing a consultation project.  Details about the types and amounts of each type of outreach program/consultation to fulfill the outreach/consultation requirements will be provided to the interns early in the internship.

Interns are required to develop a major outreach focus as well as to participate in more general and varied outreach topics throughout the year. The Assistant Director for Prevention provides general supervision of outreach. This supervision may be augmented by supervision from other staff with expertise in relevant content areas and by staff who co-facilitate or observe an intern providing a program.  Those co-facilitators/observers will provide feedback to the intern directly as well as to the Assistant Director for Prevention about their observations.

Should the intern choose to focus their elective on a similar population as the one on which they are focusing their consultation project, the elective must be defined as in addition to meeting the requirements of the consultation project.  Interns will clarify these choices with the Training Director as well as their elective supervisor and the Assistant Director for Prevention. 

The following list provides examples of potential elective activities but is in no way exhaustive.

Depending upon how much time is available, interns may participate in more than one elective or create an elective that includes pieces of several electives.

Examples of Elective Activities

Interns have the opportunity to pair up with a senior staff member who is coordinating an area of interest to the intern (examples below) and shadow the staff member on their coordinator responsibilities as well as assisting with responsibilities as agreed upon between the intern and staff member. The learning domain could be clinical, working with a particular student population on campus outside of clinical services, or learning about an administrative leadership role focused on a function within the center or which involves development of programs and partnerships on campus.  

Interns may focus their elective with the following staff members:

Training Director: Intern may sit on the Training Team committee which provides oversight of all the training programs and develops and updates policies and procedures for the training programs, participate in the Intern Selection committee, and/or learn about the national discussions related to training as agreed upon by the intern and Training Director.

Externship Coordinator: Intern may assist with coordinating the extern seminar, extern selection, and planning for extern orientation, and other tasks related to coordinating the externship program as agreed upon between the intern and Externship Coordinator.

Assistant Director for Prevention: Intern may assist with the coordination of general outreach administration and peer education programs, and/or take on additional tasks as agreed upon by the intern and the Assistant Director for Prevention.

Groups Coordinator: Intern may assist in organizing the group supervision meeting agendas, provide support to group leaders in planning for their groups, plan and assess PR efforts for the various groups offered each semester, and engage in broader strategic planning and assessment initiatives for the groups program. The intern also could take on additional tasks as agreed upon by the intern and the Groups Coordinator.

Clinical Services Director: Intern may learn about the various clinical services duties and activities (e.g. managing the clinical services system and procedures, development of policies and procedures and scope and methods of services, and resolving any difficulty that affects the smooth operation of the Counseling Center). Intern may handle or collaborate on selected routine tasks (e.g. coordinating requests for release of records and reports about clinical services provided at the center, data production and maintenance), and may take on additional tasks as agreed upon by the intern and the Assistant Director of Clinical Services.

Counseling Center Director: Intern may meet with the Counseling Center Director to discuss management and leadership issues, how decisions are made regarding agency policy and planning, dealing with staff issues and conflict, and developing an understanding of how the Center fits in with the Division of Student Affairs and the university community.  The intern may elect to assist with counseling center data collection and management, or other ongoing counseling center research projects or propose a data collection process of their own.

Coordinator of Anxiety and Depression Services:  Intern may learn about the administration of providing these services in the center and on the campus. Intern may meet with this staff member to work toward expanding and developing suicide prevention services on campus, promoting and supporting TUCC initiatives in the area of depression/anxiety services, including Depression Screening Day, supporting the Healthy and Diverse Minds Peer Educators (undergraduate) at outreach events, coordinating with national organizations (e.g. AFSP) on larger campus events related to suicide prevention. 

Behavioral Health Coordinator for Clinical and Sport Psychology:  Intern may learn about the administration of providing these services on campus by meeting with and shadowing this staff member.  The intern may participate in planning and implementation of mental health screening and follow-up protocol for all TU student-athletes, co-facilitate a workshop for student-athletes, shadow Coordinator at meetings within athletics, shadow performance observations (e.g. practice, competitions), assist in general program evaluation of mental health support to TU athletics.

Coordinator of Services for Black Students: Intern may learn about the administration of these services in the center and on the campus.  Through working with this staff member, the intern may focus on clinical work with this student population, assist with promotion and facilitation of related clinical groups, participate and promote outreach events, and/or assist with the creation, promotion and facilitation of community-building spaces and Black-centered outreach work.  

Coordinator for Disordered Eating & Body Image Services:  Intern may learn about the administration of these services in the center and on the campus. Intern may help plan for yearly awareness and prevention events on campus, co-facilitate a Body Image support group, develop and implement outreach programming on eating disorders, body image, and mental health with campus partners and student groups.  

Coordinator of Services for International Students: Intern may learn about the administration of these services in the center and on the campus. Intern may co-create  a session for 1 or more orientation sessions held for international students, create programs for the international students’ “coffee hour”, participate in preparing the mentors for the Ambassador Mentorship Program, offer consultation and training as needed for staff/interns/externs related to mental health and international students.

Coordinator of Services for LGBTQIA+ Students: Intern may learn about the administration of these services in the center and on the campus. Intern may assist with in-house groups for LGBTQIA+ students, work collaboratively with the Center for Student Diversity, maintain connection with campus student groups, offer consultation and training as needed for staff/interns/externs or university partners and student groups, or work toward development of gender-affirming care in partnership with the Health Center.  

Coordinator of Neurodiversity-Affirming Services: Intern may learn about the administration of these services in the center and on the campus. Intern may focus on learning about and providing neurodiversity-affirming care, develop, implement and expand neurodiversity-affirming services in and out of the counseling center, meet with campus partners to increase inclusion of new stakeholders in neurodiversity related programming, work with a student Neurodiversity Resource Committee.  

Clinical Services with a Particular Population

Interns who wish to gain specialized experience with clients who have a particular type of clinical issue that would lend itself to counseling center treatment (e.g. eating disorder relapse prevention; substance abuse issues; clients dealing with LGBT issues; etc.) can request referrals from staff.

Liaison with Other Campus Departments

Interns may cultivate relationships with other members of the campus community (e.g. Athletics, Student Outreach and Support, The Library, Academic Advising, Retention & Completion, Center for Student Diversity, Accessibility & Disability Services) and serve as a Counseling Center liaison to those groups, providing consultation and clinical services as appropriate.

Intern Selection Committee

An intern may choose to participate on the intern selection committee even if they have not chosen to pursue an apprenticeship in training.

The committee reads applications and decides whom to interview.

CAMPUS AND CENTER MEETINGS

For the first month, interns are given an on-going orientation to the University at large as well as the Counseling Center. University orientation activities are designed to familiarize each intern with the overall structure and functioning of the University, its services, and resources.

Interns are introduced to staff members in various administrative positions throughout campus, provided with information about the system and its operation, given a description of various campus offices and departments, and learn how these interrelate with one another and with the Counseling Center.

Within the Counseling Center, interns attend meetings with each program Coordinator/Assistant Director (e.g. Prevention, Clinical Services, LGBTQIA+, etc.) to familiarize themselves with various services and training components of the Center.

In addition, numerous workshops are offered during this period to offer intensive training on special topics. Meetings with individual staff members are held to acquaint interns and staff with one another.

FINALIZING CONTRACT

Toward the end of the orientation period, the Training Director meets individually with each intern to finalize their contract for the semester - identifying which elective(s) they will pursue and making sure that their planned activities will help them meet their internship goals.

CHOOSING SUPERVISORS

One particularly important activity that happens right after arrival is that interns interview all possible staff supervisors and then decide with the Training Director who will work with which supervisor for the fall semester. A similar process occurs for the spring semester.

Evaluation and feedback are essential parts of the internship program. Through review of detailed feedback, interns can capitalize on the strengths that they bring to the program and further develop the areas that need more attention, all with the aim of helping interns to become highly competent professional psychologists. We are aware that it can feel stressful at times to be evaluated in so many areas by so many people. To that end, we work to make the evaluation process as transparent and constructive as possible, and emphasize that we are allies in the process of helping each intern to develop into a professional psychologist who functions highly effectively and in a manner that is congruent with the intern’s own style and preferences.

Evaluation Procedures
FORMAL EVALUATION

Interns receive formal written feedback from their supervisor and other staff members at the end of each semester. Supervisors and interns are expected to review completed forms with one another in person. The Training Director compiles all evaluations about and by each intern and meets individually with each intern at the end of each semester to review and discuss the feedback. The Director of Training uses evaluations completed about each intern as a basis for feedback to the parent academic institution describing the intern’s progress to date.

Further, the Director of Training uses evaluations completed by the intern and verbal comments from their meeting together to consider modifications of the training program. This formal evaluation process is not seen as replacement for informal verbal feedback, which is carried on throughout the internship year. We emphasize that if any information in these evaluations comes as a significant surprise to an intern, that likely reflects on a staff member’s failure to have provided this feedback informally to the intern in a timely way.

INFORMAL EVALUATION

In addition to the formal evaluation procedure outlined above, there is an informal evaluation meeting of the senior staff involved in the training program mid-semester fall and, when needed, in the spring as well. The purpose of this meeting is for all staff to discuss perceptions of interns’ progress to date so that concerns may be identified early enough in the year for the intern to address them and so that trainers may target whatever areas would be most beneficial to interns. Interns are provided with verbal feedback in a meeting with their primary supervisor summarizing what was discussed at this staff meeting, which may be followed up with a meeting with the Training Director should that be deemed necessary.

To successfully complete the internship, the intern must:

Satisfy requirements for total training time of 2000 hours which includes: same day initial appointments, individual counseling, group counseling, emergency coverage, outreach and consultation, providing and receiving supervision, completion of at least one elective activity each semester, participation in intern seminar and cultural reflections seminar, intern support meetings, peer supervision meetings, staff meetings, and other professional development activities. At least 25% of these hours must be earned through direct service, which includes counseling, delivering an outreach presentation, providing consultation to parents, faculty, staff, or students, providing supervision, and teaching.

Complete all records and clinical paperwork and review these materials with supervisor(s) before the end of the internship.

Satisfy any and all additional competency requirements of the internship, as indicated by satisfactory response to any remediation program/requirements instituted during the internship.

Receive evaluations indicating sufficient achievement of required competencies as detailed in the Intern Handbook.

Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values?
_____ Yes
__X__ No

If yes, provide website link (or content from brochure) where this specific information is presented.
(N/A)

Briefly describe in narrative form important information to assist potential applicants their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements:

The Towson University Counseling Center considers applicants from APA or CPA accredited doctoral programs in counseling or clinical psychology. Applicants must be in good standing with their department and have completed all doctoral coursework prior to the beginning of the internship. They must have successfully defended their comprehensive examinations by the time of application to the internship and be certified as ready for internship by their doctoral programs. Preference is given to applicants who have successfully defended their dissertation proposals by the time of application.  Applicants must demonstrate a strong and genuine interest in counseling center work and should be prepared to assist clients with a wide range of clinical issues and severity of concerns.  Applicants are expected to have an affirming stance toward all sexual orientations and gender identities including, but not limited to, gay, lesbian, bisexual, and transgender.  Applicants are expected to engage in efforts to deepen multicultural awareness, sensitivity, and competence related to diversity in every form.

Important Note: For those who match with Towson's internship, a criminal background investigation is required for hired candidates and the results may impact employment.

To apply, please submit the AAPI by November 1st, including a cover letter, your curriculum vitae, all graduate transcripts, and three letters of recommendation at least two of which are written by people familiar with your clinical work. All interviews will be virtual and will be conducted in January. 

Application Requirements

Does the program require that applicants have received a minimum number of hours of the following at time of application? If yes, indicate how many:

Total Direct Contact Hours Minimum                            350
Total Direct Contact Assessment Hours Minimum         No Minimum
Minimum number of adult clients (intervention)             No Minimum

Describe any other required minimum criteria used to screen applicants: None

Towson University is an equal opportunity employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Towson University policies, programs, and activities comply with federal and state laws and University System of Maryland regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, sex, disability, and sexual orientation.

In the case of requests for extended leave, including parental leave, the intern and the Training Director, in consultation with the training team and the intern's academic program, will develop a customized plan that maintains the integrity of the training program while equally prioritizing the personal needs of the intern.

In some cases, an intern's time at the Counseling Center may be extended to satisfy the hours and activity requirements of the internship program. Additional details about parental and other extended leave options are available in the Intern Handbook or upon request to the training Director.

A. In order the minimize the potential for dual relationships, students who received counseling services at TUCC and who subsequently seek training at TUCC as a clinician will not be considered for a training position (e.g., Extern or Intern) until a period of 3 years has elapsed since their last clinical contact. This does not include a triage or initial consultation appointment that resulted in no further treatment. It also does not include use of the massage chairs, meditation room, or participation in an outreach event. The 3-year interval parallels APA’s ethical guidelines of two years following termination of services prior to any possible romantic relationships. Using three instead of two years further stretches the interval between client status and training applicant status, minimizing the potential impact of dual relationship complications with TUCC staff.

B. Students who received counseling services at TUCC over 3 years ago and are interested in a training opportunity will submit their materials for the desired position and will be reviewed without consideration of prior clinical treatment. Staff interviewing potential candidates will not ask about their history of prior clinical treatment. If a former client is accepted as a trainee at TUCC and shares that information with the Training Director or the Externship Coordinator, their electronic file will be given an additional layer of security, in which only the Center Director and Clinical Director have password-protected access. The Training Director will inform the trainee of this action to minimize potential concerns about the accessibility of trainees’ private information to TUCC staff.

Interns receive comprehensive ongoing evaluative feedback from supervisors throughout the training year using evaluations that are based on APA guidelines and customized to our program. At the end of every semester, the Internship Training Director sends the Academic Training Director a letter summarizing the intern's performance along with a copy of the primary supervisor's evaluation of the intern. The Towson University Counseling Center staff does not complete training contracts and/or evaluations that may be specific to a doctoral program. If you are enrolled in a doctoral program that requires additional contracts or evaluations beyond those used at TUCC, you are strongly encouraged to consult with your Director of Clinical Training to see if you will be eligible to apply for the Towson internship.

Financial Support and Other Benefits for Upcoming Training Year

• Annual Stipend/Salary for Full-time Interns: $43,888
• Annual Stipend/Salary for Half-time Interns: N/A
• Program provides access to medical insurance for intern? Yes
• If access to medical insurance is provided, trainee contribution to cost required? Yes
• Coverage of family member(s) available? Yes
• Coverage of legally married partner available? Yes
• Coverage of domestic partner available? No
• Hours of Annual Paid Personal Time Off: 7 discretionary days; all university holidays
• Hours of Annual Paid Sick Leave: 8 days
• Hours of Professional Development Leave: 5
• In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave? Yes

Other Benefits 

Use of university facilities (e.g. parking, athletic facilities, library) 

Limited financial support may be available for professional workshops and continuing education.

A Note About Liability Insurance

While covered by the University's general liability insurance, interns are required to carry their own professional liability insurance coverage, which can be obtained through APA or often a student’s home institution at a reasonable cost.

Office Resources

Each intern has their own private office and are free to decorate and personalize their space. Offices have a desk, computer, bookshelves, windows, and a space for counseling. Additionally, each intern office is equipped with digital video cameras to record sessions for review by interns and supervisors.

The Counseling Center uses Titanium for scheduling and clinical notes, and all interns have access to Titanium on their computers. Clients complete initial paperwork electronically, allowing staff to view initial information from their offices prior to going to the waiting room to meet their clients. Additionally, interns have access to campus computing resources through their office computers, including SPSS.

Our front office staff provide excellent clerical support to interns.