APA Accredited Doctoral Internship Program in Professional Psychology
Introduction and General Aspects of the Internship
Welcome to Clemson University and Counseling and Psychological Services! We at CAPS hope the information below will provide the public and prospective Internship applicants with a general understanding of our APA-Accredited Psychology Internship Program.
The psychology Internship year is the culmination of a formal education process through which trainees learn to apply the breadth of their psychological knowledge to their professional roles in the field. The CAPS staff is committed to promoting the training and education of generalist psychologists to serve the public in the most effective, knowledgeable, professional, and respectful way possible. The Internship program at CAPS uses the practitioner-scholar model to guide the development of Interns as they transition from the role of a student to that of a colleague who is prepared for entry-level practice in psychology.
Interns receive scholarly training and supervision while participating in a broad range of activities that typically occur in university counseling centers. These training experiences are designed to help Interns hone their clinical skills, ethical discernment and decision-making abilities, sensitivity to diversity, supervisory skills, and professional identity to prepare them to function as generalists in applied settings. To facilitate their growth, Interns are trained and supervised as they provide clinical services, supervision, crisis intervention, consultation, and community outreach while learning to function as psychologists within a larger organizational system.
Recognizing that Interns possess unique interests and abilities, our staff assists each Intern in individualizing certain elements of their training to meet their specific goals. During the initial weeks of the Internship year, the Interns become aware of the requirements of Internship, the services CAPS provides, and the role they play in providing these services. As the training year progresses, the Interns, the Coordinator of Psychology Internship Training, Supervisors, and the CAPS Staff collaborate to identify the professional goals, interests, and training needs of the Interns. Together we develop plans and activities that integrate each Intern’s needs and goals as they complete the requirements elements of the Internship, taking into account the experiences our setting can reasonably provide.
CAPS is in an excellent position to provide Interns the training experience of working alongside medical professionals in a multidisciplinary health care setting. CAPS is housed geographically and administratively within Student Health Services at Redfern Health Center, which is an integrated health care facility that offers a range of services to students. Redfern Health Center is proud to be accredited by The Joint Commission, and this distinction reflects our commitment to uphold high standards of quality in both our delivery and administration of health care services. CAPS is one of a small number of university counseling center internship programs that can afford Interns the unique opportunity to consult and collaborate with medical staff to provide comprehensive health care services to our students.
While many elements of training occur in the context of supervision and service delivery, Interns experience professional growth by participating in and contributing to interdisciplinary committees, professional consultations and discussions, the internship match process, administrative activities, staff development activities, seminars and case conferences. These training activities are just as important in preparing Interns to assume the role of a psychologist in the field. The CAPS Staff believes that personal development and maturity are cornerstones of professional competence and identity. An extended effort is made to provide a safe, supportive environment that models, promotes, and attends to self-reflective practice and personal growth.
To gather more information about CAPS and its service to the Clemson University community, Student Health Services, and Clemson University, applicants are strongly encouraged to visit these websites.
Internship Mission, Training Philosophy, and Program Structure
Internship Mission and Training Philosophy
Mission Statement: The CAPS Psychology Internship Program aims to serve the Clemson community and the general public while contributing to the discipline of psychology by providing exemplary training experiences in order to prepare responsible, knowledgeable, and skilled health service professionals for entry-level practice as psychologists.
The Psychology Internship at CAPS is constantly evolving alongside the discipline of psychology as it adopts a Health Service Psychology model of education, training, and practice. CAPS is committed to maintaining the highest standards of our profession as we facilitate the professional and personal growth of our Interns. We employ the Practitioner-Scholar Model of training to guide our program’s structure and functioning to achieve our mission, with the charge of training psychology Interns to practice at an intermediate to advanced level of skill and knowledge within our discipline.
CAPS provides a wide range of services and activities that give the Interns a realistic view of the practice of psychology, and prepare Interns to serve as generalist practitioners. The training process is enhanced and facilitated by the dedication of our staff in providing support and training from their diverse perspectives, histories, and professional backgrounds. Directed by our mission, the missions, visions and values espoused by Clemson University and the Division of Student Affairs, and the values, principles, and guidelines set forth by our profession, our training philosophy is best described by the beliefs and values outlined below. We utilize all of the above resources in designing and implementing our Psychology Internship Training Program.
- We believe optimal Internship training must provide Interns with a wide range of professional activities in order to ensure a well-rounded training experience that fosters the versatility required of generalist practitioners.
- We believe optimal Internship training must provide Interns with a learning environment that offers safety, support, opportunity, collaboration, collegiality, challenge, respect as a person and professional, and the modeling of appropriate professional behavior.
- We believe optimal Internship training must promote the integration of the science of psychology and the professional practice of psychology, and foster the mutually influential relationship between the two.
- We believe optimal Internship training must integrate scholarship, skill development, and the understanding of client context by both modeling and teaching Interns to engage in evidence-based practice in psychology.
- We believe optimal Internship training must increase the Interns’ awareness, appreciation and understanding of individual and cultural differences within themselves and others, in order to improve their multicultural competency as they serve a diverse public.
- We believe optimal Internship training must nurture the development of a reflective psychologist identity that integrates each Intern’s personal values, self-concept, and sense of purpose with her/his role as a health service professional.
- We believe optimal Internship training must support the development of ethical integrity and social responsibility in our Interns as future psychologists.
- We believe optimal Internship training must nurture the Interns’ professional development by fostering a balance between self-confidence and self- evaluation, commitment to self-care, and commitment to lifelong learning.
- We believe optimal Internship training must be carried out by health service professionals who are dedicated to the education and growth of trainees, and who reflect the highest standards of all health service professions by consistently striving to grow in the knowledge, skills, beliefs, and behaviors that reflect their own evolving personal and professional identities.
Internship Categories of Professional Functioning and Competency Areas
In keeping with our mission, training philosophy, and training model, the program has identified 13 Competency Areas in nine (9) Categories of Professional Functioning. Competency in the ninth category is optional, but basic competence in the first eight categories is expected of the Interns as a requirement for Internship completion. As basic competence is attained, the Intern is expected to fulfill program requirements as specified in the descriptions of the various areas of coordination. The 13 Competency Areas are indicated below by numbers in parentheses.
Category I: Professional Behavior
a. Ethics (1)
b. Professional Development / Integration of Professional Identity (2)
Category II: Counseling and Psychotherapy
a. Diagnostic Interviewing / Treatment Planning / Termination (3)
b. Identification of Psychopathology (4)
c. Crisis Intervention (5)
d. Health Services Consultation / Referral (6)
Category III: Group Service (a or b) (7)
a. Process / Unstructured Groups
b. Psychoeducational / Support Groups
Category IV: Psychological Assessment (8)
a. Assessment Skills and Knowledge
b. Assessment of Psychological Disability
c. Expanded DSM-5 Diagnostic Assessment
d. Personality Assessment
Category V: Consultation and Outreach (9)
a. Program Development and Presentation Skills
Category VI: Research
a. Dissertation / Doctoral Project (10)
b. Intern Research Project (11)
Category VII: Provision of Supervision (a & b) (12)
a. Supervise a Trainee in the
CAPS Counselor Internship / Psychology Practicum Program (CIPPP)
b. Supervision Skills and Knowledge
Category VIII: Service to a Diverse Community (13)
a. Multicultural Practice
Category IX: Optional Rotations
a. Marshall I. Pickens Psychiatric Hospital
Attainment of Skill Competency
The program has created operational definitions for each competency area under its respective category. Interns are to demonstrate proficiency in each competency area. Although the attainment of multicultural practice competency is a process that extends throughout a psychologist’s career, competency will be estimated relative to the developmental status of the Intern throughout the Internship year.
Internship Program Requirements
The general requirements listed below are both manifestations and outcomes of the 13 Competency Areas defined within the CAPS Internship, and do not include many various supervisory, administrative and agency-related requirements that Interns are also expected to complete (e.g., completion of all documentation, attendance at supervision and training seminars, etc.). This list is subject to change during the course of the Internship year, depending upon agency demands and the individual progress of each Intern.
- 2000 hours of overall service, full-time, 40 hours per week
- Satisfactory performance in the internship activities listed below, as indicated by the consistent formal and informal evaluation of Interns completed throughout the year
- A minimum of 500 hours of Direct Clinical Service, including individual, couples, and group counseling, triage, assessment, on-call contacts, outreach, consultation, and provision of supervision
- In both Fall and Spring semesters, design and completion of one (1) diagnostic assessment, one (1) personality assessment, and one (1) psychological disability assessment using relevant and appropriate assessment instruments
- Completion of no less than seven (7) Outreach Activities
- Creation and implementation of an Original Outreach Project (not included in the aforementioned seven (7) outreach activities)
- Completion of an Intern Research Project
- Supervision of a Counselor Trainee, Fall and Spring Semesters
- Delivery of a Training Seminar to the CAPS Staff
- Participation in the Internship Match process to select the following year’s Psychology Interns
- Joining a Redfern Health Center interdisciplinary committee as a representative of CAPS
- Completion of no less than two (2) on-call service rotations.
Direct Clinical Service Training Activities
Individual/Couples Counseling and Psychotherapy. Interns accrue experience in treating students with a wide array of presenting issues, from adjustment and developmental concerns to more severe psychopathology. The cultural diversity and uniqueness of clients is affirmed and valued. Interns maintain a caseload of 14 to 17 individual and couples clients.
Group Counseling. Interns co-facilitate one or more counseling groups each semester. An Intern and a senior staff member co-lead these groups, and the senior staff member provides supervision. Group offerings vary from semester to semester, and groups vary from general process groups to specialized groups for students with grief issues, eating disorders, substance misuse issues, anxiety, depression, and the like. Interns may also co-lead psychoeducational workshops that help students build coping resources and develop mindfulness skills.
Provision of Supervision. Interns will have the opportunity to supervise graduate level counselor trainees from the CAPS Counselor Internship/Psychology Practicum Program (CIPPP), depending on the number of CIPPP trainees accepted into that program. Interns will provide one and one-half hours per week of individual clinical supervision for their assigned CIPPP trainees.
Outreach Programming and Consultation. Outreach programming aims to provide preventive psychoeducation or early intervention to students. Interns initially complete outreach presentations with a senior staff member, and later in the year an Intern may conduct outreaches on her/his own. Interns are required to complete a minimum of eight (8) outreach presentations and activities during the year. CAPS regularly provides valued consultation services to the university community, and this role is integrated into the Internship experience.
Crisis Intervention. CAPS provides 24-hour on-call emergency service. Staff members, including Interns, are responsible for providing triage services to students during regular office hours. Each CAPS staff member is responsible for working a weekly shift in which they meet with students who come to our walk-in triage clinic. CAPS also has a staff member available after hours to take emergency calls from students, faculty/staff, or parents. Interns are included in this on-call experience in the spring and summer semesters, after they have accrued experience with triage in the fall.
Crisis Debriefing. From time to time a traumatic incident on campus requires CAPS staff members to conduct debriefings or other types of interventions for groups of students, faculty, and/or other University employees involved. Interns can co-facilitate these activities with senior staff members.
Professional Training Activities
Individual Supervision. Each Intern will be matched with a primary supervisor for two (2) hours of individual supervision per week. Interns work with three (3) different primary supervisors during the year. In addition, Interns may elect to receive secondary supervision from other CAPS Staff members. Supervisory assignments are based on Intern requests and the training staff's assessment of each Intern's developmental needs.
Supervision of Supervision. Interns will receive one and one-half (1.5) hours per week of group supervision focused on their primary supervision of CIPPP trainees.
Group Counseling Supervision. Supervision of group counseling is provided by the senior staff member with whom the Intern co-facilitates a group.
Case Conference. Interns participate in weekly case conferences. Interns, senior staff, and other CAPS trainees present cases on a rotating basis. Discussion centers on case conceptualization, diagnostic and treatment concerns.
Intern Peer Support and Intern/COT Meetings. Interns gather one (1) hour every other week to share their experiences and offer mutual support. Interns have significant input into how this time will be spent. On alternate weeks, Interns meet for one (1) hour with the Coordinator of Training. The structure of these meetings may be informal or formal depending on Intern interest or need, but typically focus on professional development and clinical issues.
Orientation. The Interns spend the first few weeks of the Internship learning the policies and procedures of CAPS, Redfern Health Center, and Clemson University. The Interns will also participate in activities designed to assist them in becoming familiar with the university at large. A variety of workshops and presentations are included in the orientation.
Training Seminar. Senior staff members, Interns and special guests present seminars on professional and clinical issues for two (2) hours each week. The seminars combine didactic and experiential learning, and focus on current clinical and professional issues. Examples of seminar topics include, but are not limited to multicultural issues in counseling, group techniques, diagnosis, case conceptualization, hypnosis, dealing with grief, legal and ethical issues in counseling, suicide, and working with clients with eating disorders. Training seminars frequently offer opportunities for self-exploration and personal growth as part of a holistic learning process that continues throughout ones professional career.
Administrative Activities. Interns participate in staff meetings, committee meetings, and various staff retreats throughout the year. CAPS provides time for these and other administrative responsibilities.
Research Emphasis. Interns spend two (2) to four (4) hours per week on research projects. Interns can use this time for the dissertation or doctoral project during fall semester and will participate in a CAPS-related research project during spring and summer semesters. Projects will be developed in conjunction with the Coordinator of Research and may include working with a senior staff member for an ongoing project, developing a project with fellow Interns, or working on an independent project. Currently, CAPS is engaged in an effectiveness study for group treatment of alcohol and drug issues. Other projects include evaluation of CAPS programs, client satisfaction survey research, and the development of treatment outcome-oriented research.
Additional Training Opportunities
Inpatient Emphasis (Optional, Summer only). Our Internship program has made arrangements with Marshall I. Pickens Hospital, a private psychiatric facility, for Interns who want to gain experience assessing and treating inpatient populations. The rotation focuses on the assessment of children and adolescents in an acute care, inpatient unit. Interns who choose to complete this rotation typically work about ten (10) hours per week at this facility during the summer semester.
Summary of Weekly Activities During Internship
Based upon the information given above, an Intern’s weekly schedule is summarized in the table below.
1. Direct Service Delivery
a. CUNow / Individual Assessment (walk-in clinic)
b. Psychological Assessment, Individual and Couples Counseling, ACTT Clients
c. Group and/or Workshop
d. Supervision Provided by Intern
e. Optional Rotation and/or Outreach, Crisis and/or On-Call contacts (not counted in Service Delivery subtotal)
2. Supervision Provided to Intern
a. Primary Individual Supervision
b. Supervision of Supervision
c. Group Supervision (depending on group type)
d. Secondary Supervision
e. Intern/COT Consult Meeting
f. Optional Rotation Supervisor (not counted in Supervision subtotal)
3. Training /Professional Development /Research
a. Training Seminars
b. Case Conferences / Treatment Teams
c. Dissertation / Research Time**
4. Administrative Activities**
a. Meetings: Staff, RHC Committees, etc.
7.5 - 8.5
TOTAL Hours Per Week = 40
* These time allocations are approximate and are subject to change.
**During the Spring and Summer semesters, dissertation hours are re-allotted to 2-3.5 hours for Intern Research Project time in Section 3. Interns may contract to spend part of their research hours continuing to work on dissertation if not completed, but must be engaged in an Intern research project in spring and summer semesters.
Evaluation and Feedback
Evaluation of Interns. All CAPS staff members provide feedback to assist with the evaluation of Interns. Primary supervisors and some program coordinators formally evaluate each Intern's progress at the end of every semester. Evaluators assess current strengths and areas for growth, and evaluations are used to focus the next semester’s supervision. The Coordinator of Training gives each Intern a complete description of the evaluation procedures at the beginning of the year. Less formal evaluations are scheduled mid-semester in the fall and spring. At the end of fall semester and at the end Internship, a summary of each Intern’s progress is sent to the Intern’s graduate program to document the Intern’s participation in training activities, and to note each Intern’s developmental achievements over the course of the Internship.
Evaluation of Supervisors and Internship Program. Interns are asked to evaluate their supervisory experiences and the Internship program at the same time they are being evaluated. This information is used to make agreed-upon adjustments in the methods of supervision and training to better meet Intern needs, and to improve the quality of our training program.
The CAPS Staff
Each CAPS Staff member, clinical and administrative, possesses valuable skills, abilities, experiences, and cultural backgrounds that contribute to, and enrich the Internship journey.
CAPS Senior Staff: CAPS Senior Staff members have different training backgrounds, thus they will provide different types of training experiences.
Primary supervision and all other forms of training are provided by the following CAPS Senior Staff members:
Raquel Contreras, Ph.D., is a Licensed Psychologist and became CAPS Director in July 2002. Prior to joining CAPS, she was the Director of Psychological Services at the International Pain Institute-Texas Tech University Health Sciences Center. She has also served as Associate Director and Coordinator of Training at the Texas Tech University Counseling Center. As a site visitor for the American Psychological Association’s Office of Program Consultation and Accreditation, she has conducted numerous accreditation reviews. Dr. Contreras works from a psychodynamic orientation with integrative interventions. She is English-Spanish bilingual and emphasizes multicultural competence. Her professional interests include administration, multicultural competencies, training and supervision.
Laura Haley Creel, Ph.D., is a Licensed Psychologist and the CAPS Coordinator of Psychology Internship Training. She earned her doctorate in counseling psychology from Auburn University in 2006. She arrived at Clemson in fall 2006 after completing her psychology internship and doing postdoctoral work at the University of Oregon Counseling and Testing Center. During her tenure at CAPS, Dr. Creel has served as the Coordinator of Eating Disorder Treatment Services, and the Coordinator of Consultation and Outreach Services. Dr. Creel works from a psychodynamic and existential theoretical orientation, and was trained as a generalist. Her professional interests include eating disorders, physical and sexual trauma, relationships, ethics, women's issues, personality disorders, and training/supervision.
Birmagidra M Gainor, Ph.D., is a Licensed Psychologist and the CAPS Coordinator of Research Services. She earned her doctorate in counseling psychology from the University of Georgia in 2010. She arrived at Clemson in Spring 2013 after working as the Director of Counseling Services at Columbia College, Columbia, SC. Dr. Gainor works from an interpersonal theoretical orientation with emphasis on the relationship. Her professional interests include use and misuse of technology, LGBTQQIA+ issues, alternative lifestyles, relationships, alcohol and other drug issues, and training/supervision.
Janelle Lenhoff, Psy.D., is a Licensed Psychologist and the CAPS Coordinator of Eating Disorder Services. She earned her doctorate in clinical psychology from the Massachusetts School of Professional Psychology in 2011. After working in an outpatient mental health setting affiliated with Massachusetts General Hospital for several years, Dr. Lenhoff relocated to South Carolina. She works from a psychodynamic and relational perspective and utilizes a strengths based approach. Dr. Lenhoff has worked in a variety of settings including community mental health, school settings (elementary and college), inpatient, forensic, and outpatient. Her professional interests include eating disorders, body image, self-injury, relationships, and positive psychology.
Christopher Ruth, Ph.D., is a Licensed Psychologist and the CAPS Coordinator of Group Services. He earned his doctorate in counseling psychology from West Virginia University in 2013. A former CAPS Psychology Intern, he returned to CAPS in spring 2013. While working from an integrative perspective, Dr. Ruth conceptualizes clients’ concerns from a psychodynamic (primarily Self Psychology) and existential perspective. He was trained as a generalist and his professional interests include mindfulness, anxiety, men’s issues and family of origin issues.
Harold Stevens, Psy.D., is a Licensed Psychologist. He arrived at Clemson in 2003 after working at Texas Tech for 10 years where he served as a staff psychologist and Assistant Director. His professional interests are in multicultural issues, supervision and the process of therapy. At CAPS, Dr. Stevens serves as Associate Director and the CAPS Coordinator of Counselor Internship/Psychology Practicum Program (CIPPP).
With the exception of primary supervision, additional supervision, training, and/or support can be provided by the following CAPS Senior Staff members:
Chrystal Anderson, M.Ed., LPC-I, is a Licensed Professional Counselor-Intern and the CAPS Coordinator of CUCARES, our program that serves those who have survived sexual assault and relationship violence. This program includes assessment, intervention, advocacy, and community outreach efforts. Ms. Anderson earned her graduate degree from Clemson University.
Kelly Bollinger, M.Ed., LPC, CACII, is a Licensed Professional Counselor, a Certified Addictions Counselor, and the CAPS Coordinator of ACTT, which stands for Assessment, Choices, Training and Transitions. ACTT provides clinical services for Clemson students who have alcohol and other drug-related issues. The program includes assessment, group and individual counseling, and prevention education. Ms. Bollinger earned her graduate degree from Clemson University.
Molly Drilling, M.S., is a Staff Counselor and the Coordinator of the CAPS Undergraduate Internship (CUI) Program. She also serves as the CAPS Liaison to Clemson Student Veterans. Ms. Drilling is currently pursuing her doctoral degree in counseling psychology from the University of Akron and completed her psychology internship here at CAPS in 2013.
Khalila Fordham, Psy.D., is a Psychologist under Postdoctoral Supervision for Licensure and she serves as the CAPS Coordinator of Consultation and Outreach. She processes and coordinates the execution of incoming requests for outreach programming and consultation received by the department. Dr. Fordham earned her doctoral degree in clinical psychology from the Georgia School of Professional Psychology in 2014 after completing a doctoral internship at the University of Puget Sound in Tacoma, Washington in 2014. Her areas of clinical interest include identity and personality development, interpersonal violence and trauma recovery, human sexuality and alternative lifestyles, cultural diversity and discrimination, as well as systems theory and intervention.
Rachel Francis, LPC, CACII, is a Licensed Professional Counselor, Certified Addictions Counselor, and the CAPS Coordinator of Collaborative Assessment and Management of Suicidality (CAMS). She earned her graduate degree from The Citadel in 2006. Ms. Francis conceptualizes through a holistic orientation, working toward improved mental health utilizing a strength-based cognitive/behavioral approach. Her professional interests include grief counseling, depressive disorders, mindfulness, relationships, and family-of-origin issues.
Erin S. Kornahrens, LPC, is a Licensed Professional Counselor and the CAPS Coordinator of the Anxiety Disorders Program. Ms. Kornahrens helps facilitate on going workshops focused on helping clients increase positive coping skills for depression. She conducts group, couples, family, and individual therapy within the CAPS program. Her background includes training in trauma, grief, and Cognitive Behavioral therapy. Ms. Kornahrens earned her graduate degree from Columbia International University in Columbia, SC.
Chana Land, M.Ed., LPC, is a Licensed Professional Counselor and the CAPS Case Manager. Ms. Land oversees the case management process to ensure that all students who seek services are matched with a counselor or group, or are given appropriate referrals. Ms. Land earned her graduate degree from Clemson University.
Amy Massingill, M.Ed., LPC, is a Licensed Professional Counselor and the CAPS Coordinator of Triage Services. Ms. Massingill monitors the provision of triage services through our walk-in clinic, CUNow. She assists the CAPS Case Manager in ensuring that students who seek services are matched with a counselor or group, or are given appropriate referrals. Ms. Massingill earned her graduate degree from Clemson University.
Bailey Nevels, Ph.D., is a Psychologist under Postdoctoral Supervision for Licensure, and she serves as the CAPS Coordinator of Psychological Health Services for Student Athletes. Dr. Nevels delivers clinical, outreach, consultation, and educational services to Clemson’s student athletes. Dr. Nevels earned her doctoral degree in counseling psychology from University of Georgia in 2014 and completed her psychology internship here at CAPS in 2014.
Josh Queen, M.Ed., LPC, is a Licensed Professional Counselor and the CAPS Coordinator of the LPC-I Training Program. This level of training at CAPS is designed to provide the professional development and clinical experiences needed for Master's level counselors to obtain licensure for independent practice in South Carolina. Mr. Queen earned his graduate degree from Clemson University.
CAPS Administrative Staff: The CAPS administrative staff plays a vital role in the day-to-day functioning of our agency, and they provide invaluable support and assistance to Interns throughout the Internship year. Shayna Arrowood serves as CAPS Administrative Assistant and Hali Sullivan serves as CAPS Administrative Specialist. In addition, CAPS employs part-time clinical staff members who have diverse training backgrounds and can also contribute to the Internship experience by providing support, consultation, and feedback.
CAPS Trainees: In keeping with our dedication to training mental health professionals, CAPS offers four levels of training, and we consider our trainees integral members of our staff. The CAPS Psychology Interns represent the highest level of training at CAPS and as such, our Interns have opportunities to supervise, mentor, support, and consult with our other trainees. Our four levels of training include the following:
CAPS Psychology Interns
CAPS LPC-I Trainees have completed their masters’ degrees in a mental health field and are seeking state licensure as counselors.
CAPS CIPPP Trainees (Counselor Intern/Psychology Practicum Program) are masters’ students completing their Internship requirements and/or doctoral students completing their practicum requirements. CAPS Psychology Interns provide clinical supervision to these trainees.
CAPS Undergraduate Interns (CUIs) are undergraduate students at Clemson seeking more exposure to the field of mental health services. Although they do not see clients, they assist with outreach, prevention, research, and program development.
Internship Application Qualifications and Requirements
Applicants for the CAPS Psychology Internship program are evaluated in a holistic way, with consideration given to appropriate fit with our agency's culture, and values. In addition to evaluating applicants based on our minimum requirements and preferred qualifications, we consider each applicant's career goals and how our agency could provide the requisite experience the applicant seeks. We also consider how each applicant could contribute to our staff in terms of cultural diversity and diversity of personal, training, and previous work experiences.
CAPS Minimum Requirements for Applicants:
- Doctoral Candidate from an APA-Accredited program in Counseling or Clinical Psychology who has successfully completed all course work.
- Successful completion of the Comprehensive Exams by the CAPS application deadline.
- Endorsement of the applicant’s readiness for Internship by the doctoral program’s Director of Clinical Training.
CAPS Minimum Preferred Qualifications of Applicants:
- Completion of the dissertation proposal prior to the start date of Internship. Completion of the dissertation is strongly encouraged.
- Completion of 500 direct service hours upon submission of the Internship application, with 400 hours devoted to individual counseling and 100 hours devoted to assessment. Direct service hours accrued during doctoral practica and direct service hours pursuant to a terminal master’s degree are both counted in this total.
- Experience in conducting group counseling.
- Coursework and/or experience in providing clinical supervision to trainees.
- Experience working in a university counseling center or working with college-aged clientele.
- Experience in the assessment of personality, intelligence, achievement, and cognitive abilities, including the administration, scoring, and interpretation of various instruments.
- Experience in writing comprehensive/integrated assessment reports.
Many of our applicants meet all of our requirements and preferred qualifications, and some do not, but all applicants are given equitable and respectful consideration in our application review process. We do not expect Interns to come to us as finished products, since we at CAPS do not consider ourselves to be finished products. We are “works in progress,” and Intern applicants who view themselves in this way tend to be a good fit for our agency. We appreciate applicants who believe in the value of self-reflective practice and regularly engage in it. Applicants who are motivated to learn, who value teamwork, and who can be flexible and tolerant of the vicissitudes of working in a university counseling center also tend to be a good fit here at CAPS.
To apply, please submit the APPIC Application for Psychology Internship (AAPI) by 11:59pm on November 5.
Internship Selection Process
The CAPS Intern selection process occurs in four (4) stages: initial screen; detailed review; and interview and follow-up; and final ranking. All CAPS Staff members, including Interns, participate in various stages of the selection process.
Initial Screen: The Coordinator of Psychology Internship Training completes the initial screen by reviewing all submitted applications to evaluate whether or not each applicant meets the minimum application requirements and minimum preferred qualifications set by CAPS for further consideration. Applications are removed from further review at this stage.
Detailed Application Review: The remaining eligible applicants are evaluated by CAPS Staff Members who complete a detailed review of the application materials. After the detailed review results are compiled, approximately thirty (30) qualified applicants are chosen for a phone interview. At any point in the screening process, any applicant who is no longer being considered may be notified by e-mail of her/his change in status. By December 15, all applicants will be notified of their interview status. It is important to note that CAPS typically sends these notifications on December 15.
Interview, Follow-up, and Final Ranking: Applicants selected for the phone interview will be sent an e-mail invitation along with scheduling instructions. Interviews typically occur in between late December and early January. The interview is 30-45 minutes in length, and multiple CAPS Staff Members participate and evaluate each applicant. Applicants are encouraged to ask questions about our site, and time is allotted for that purpose. After the interview, each applicant will contacted by a current CAPS Psychology Intern or Staff Member to give applicants an additional opportunity to ask questions. The follow-up phone contact is done out of courtesy and is not evaluated. Once all interviews are completed, the CAPS Coordinator of Psychology Internship Training will compile all evaluation scores from the review and interview processes and rank the interviewed applicants still under consideration. The Coordinator of Training will then submit the rankings to the Internship Matching Program. Occasionally, an applicant will be removed from consideration after the interview is completed.
Site Visits: While CAPS does not conduct on-site interviews or open house events, prospective applicants are welcomed and encouraged to visit our facility. Applicants who wish to visit our site are asked to notify the CAPS Coordinator of Psychology Internship Training well in advance of their arrival to ensure that we will have staff available to conduct a tour and/or answer questions. Please note that site visits in no way affect applicant ranking decisions, and we at CAPS abide by all APPIC Match Policies (see below).
After the Match Results: Upon a successful match, entry into the CAPS Psychology Internship Program is contingent upon completion and acceptance of the Clemson University employment application. As a part of this application process, matched Internship candidates are required to undergo a Pre-Employment Investigation, which will include a criminal records check, a loan default check, and a national sex offender registry check. Matched Internship candidates will be accepted into the CAPS Psychology Internship Program pending favorable application and background investigation results. For more information or questions about this policy, please contact Clemson University's Office of Human Resources at: 864-656-2000.
Internship Dates and Benefits
- The 2016-2017 Internship year will begin on Monday, July 18, 2016 and end on Monday, July 17, 2017.
- The stipend is $24,072 and Interns receive health, dental, and life insurance benefits, as well as retirement planning options.
- As full-time university and state employees, Interns accrue 9.38 hours of paid annual and 9.38 hours of paid sick leave per month. They also receive 13 paid official university holidays.
Accreditation Status and Professional Affiliations
Counseling and Psychological Services is housed within Redfern Health Center, which is an integrated health care facility accredited by The Joint Commission. CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and the Association of Counseling Center Training Agencies (ACCTA). The Psychology Internship Program is accredited by the American Psychological Association (APA), and was first accredited by the APA Commission on Accreditation (CoA) in 2004. CAPS was reaccredited in 2009 for seven (7) years, and is slated for reaccreditation review in 2016.
Questions related to this program’s accredited status should be directed to the APA Commission on Accreditation. Contact information is as follows:
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002
Telephone: 202-336-5979. TDD/TTY: 202-336-6123
Internship Matching Program: Our site is registered to participate in the APPIC Internship Matching Program. To be considered for our site, applicants must be registered with National Matching Services.
- Our APPIC member number is 1720.
- Our APPIC Internship Matching Program code is 172011.
APPIC Match Policies: We follow APPIC Internship Matching Program policies for the Internship selection process. As such, this Internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any Intern applicant (APPIC Match Policies, 2014-2015, Item 5a). CAPS adheres to any updates to these policies as well, even if they are not directly listed on our website. APPIC Match Guidelines and Organizational Guidelines are available at http://www.appic.org.
For additional information about the CAPS Psychology Internship Training Program, please contact:
Laura Haley Creel, Ph.D.
Coordinator of Psychology Internship Training