The pre-doctoral internship serves as a capstone experience in the training of professional psychologists, providing the opportunity to integrate professional experience with academic knowledge of the field, to build on previous training, and to further develop the skills, knowledge, and abilities in an applied setting under supervision to achieve the level of functioning of an entry level psychologist.
Our internship program is both challenging and unique. Our program provides excellent training and experience in activities typically provided by psychologists in any mental health setting. In addition, extensive training is provided for activities specific to university populations. The structure of the internship provides for the ongoing professional development of the interns and for considerable input on the part of the intern in creating an internship experience which meets his or her own professional and career needs.
Several features of our internship program which we feel are particularly emphasized and/or which may distinguish this internship program from others are:
Additionally, the modern facilities of the Center with state-of-the-profession training capabilities were specifically designed to enhance the training program and the training experience for the interns. Finally, we feel it is important to communicate to prospective interns that the internship is an intense experience which combines both support and challenge and requires a full commitment of the intern’s energies for the year.
The model of training for the pre-doctoral internship is a developmental-mentoring model with the overall goal of training competent professional psychologists. Both concepts capture the nature of the training process at Illinois State University’s Student Counseling Services. Building on previous skills and knowledge to develop competencies for delivering psychological services, and providing graduated learning opportunities with increased responsibility as the year progresses, we focus on the developmental process and transitions of interns as they move from student/learner in the classroom, to learner/practitioner in the field, to entry level professional psychologist. Of particular emphasis in our program is the amount and quality of supervision the intern receives from experienced clinicians as the intern engages in professional activities. Learning by doing under supervision, characterizes many of the activities in which the intern is involved. The intern is either learning by providing service under supervision (e.g., individual psychotherapy), or learning by providing service with a more seasoned professional (e.g., group psychotherapy, consultation, crisis intervention, classroom teaching). Because of the nature of these supervisory relationships, interns learn not only how to provide service but also how to integrate the underlying theory, research, and scientific content that leads to professional practice.
The concept of mentoring, or relationships that enhance the development of emerging professionals, characterizes our process through which the intern acquires knowledge, receives socialization into the profession, as well as support in the achievement of competence, identity, and effectiveness in professional role functioning. This mentoring experience at Student Counseling Services can be described as a multi-faceted web of work relationships that provide both career related and psychosocial mentoring functions. Career related mentoring fosters professional and career advancement through socialization experiences, coaching and exposure to professional organizations and activities. Psychosocial mentoring enhances effectiveness in role functioning through the provision of role models for learning new skills and through relationships that offer acceptance, provide validation and offer emotional support. Exposure to diverse role models, relationships with multiple supervisors, combined with a variety of opportunities to work conjointly with staff, afford interns many avenues to develop mentoring relationships.
The development of the intern is of paramount importance. The intern is engaged in a developmental process of personal and professional growth, and will experience developmental markers during the course of the internship year. These developmental aspects of the internship are recognized and valued by the training program. The presence of several layers of trainees within the organization provides the opportunity for interns to mentor earlier stage trainees. We value the professional development of our interns as they work toward achieving their goals for the internship year, and strive to meet the expectations of the training program.
The pre-doctoral internship in professional psychology provides supervised experiences in a wide range of activities including individual and group counseling and psychotherapy, crisis intervention, psychological assessment, and career development services. The program also provides the opportunity for interns to have considerable involvement and training in preventive and developmental activities such as outreach programming, teaching, research/evaluation, and consultation. In addition, there are opportunities for interns to be involved in training and supervision of graduate students and undergraduate paraprofessionals. The three major goals of the internship training program are:
Consistent with the above stated goals, the structure of the internship is divided into two major components: 1) core areas and 2) setting specific training opportunities. Within the core component of the internship, interns are provided supervised experiences in individual counseling and psychotherapy, crisis intervention and the diagnostic interview, group leadership skill development. In addition, they receive training in the general professional practice of psychology through the professional practice seminar, the diagnostic and treatment case conference, and agency professional development activities. All interns are involved in the core areas although the actual time commitment in each of the activities may vary according to agency needs and/or the specific background, experience and interests of the individual intern. The core component of the internship, including service delivery and supervision, comprise approximately 70 percent of the internship program.
The setting specific training opportunities are those activities that capitalize on the specific characteristics of the university setting. The university is a setting conducive to providing developmental and preventive services, training of pre-professionals, and career services. Interns select from three setting specific rotations: career development services, preventive programming, and training and supervision of pre-professionals. While each intern participates in some aspects of all three, the rotations selected and the specific activities are determined by a review of the intern's prior experience and current training goals in conjunction with input from the intern's supervisors and the training director.
All training activities are intended to provide flexibility to the interns so they may have an active role in identifying experiences which will meet their own, more individualized professional needs, as well as being consistent with agency needs and programs.
One of the clear strengths of the internship program is the amount and quality of supervision. Each intern receives three hours of individual supervision from two clinical supervisors, meets for two hours each week for case conference, and meets one hour weekly for supervision of group. In addition, interns have the opportunity to have interaction with and to be supervised by other professionals in such activities as group psychotherapy, teaching, practicum training, and crisis intervention. While specific supervision techniques may vary, supervision typically occurs in three ways: 1) direct one-to-one supervision of individual and group counseling and psychotherapy, 2) group supervision, and 3) apprentice supervision. The apprentice model typically involves the pairing of an intern with a staff member to plan, deliver and evaluate a particular service, with the staff member providing training and supervision. Apprentice supervision typically occurs in such delivery areas as career development, teaching, consultation, and psychoeducational interventions. Interns receive supervision in all professional areas, and the high ratio of supervision to delivery time reflects our commitment to the training aspect of the internship program. In addition, the diversity of supervisors provides a rich opportunity for professional role modeling.
In the course of supervision, opportunities for personal exploration and reflection may occur. When appropriate, interns may be encouraged to explore historical influences and personal data, to understand the qualities and dynamics he or she brings to the therapeutic relationship, and to learn how these facilitate or hinder effective interpersonal interactions. The internship training program functions in a manner consistent with the American Psychological Association’s 2002 Ethical Standard 7.04 (Student Disclosure of Personal Information) as contained in the Revised Ethical Principles of Psychologists and Code of Conduct (APA, 2002).
A major component of the internship program is the training seminar. Interns meet weekly with the Training Director and other staff and receive both experiential and didactic training in a variety of professional topics. Seminar modules are provided on topics related to the competency areas interns are working on such as individual psychotherapy (including brief psychotherapy, empirically supported treatments), group psychotherapy, assessment (including career assessment), crisis intervention, ethics and professional practice, career development, preventive programming (psychoeducational interventions, consultation, environmental assessment), and training/supervision of pre-professionals (undergraduate paraprofessionals, masters level clinicians). Case conferences are held weekly with interns presenting cases from their caseload to the Training Director and other interns. At mid-year, each intern’s two supervisors are invited to join the case conference to hear the intern present a case with focus on assessment and treatment planning. At the end of the year, each intern presents a case that has prompted the intern’s professional growth to the Training Committee and professional staff in a Final Case Conference.
Note: The activities and hour involvement may vary during the course of the internship year, but an intern can expect to spend approximately 45 hours each week in service delivery, preparation, and training activities.
Core Areas |
Approximate number of hours per week |
|---|---|
Individual Counseling and Psychotherapy |
10-13 |
Individual Clinical Supervision |
3 |
Crisis Intervention and the Diagnostic Interview |
3-5 |
Group Counseling and Psychotherapy |
2-4 |
The Professional Practice of Psychology |
|
|
2 |
|
1 |
|
1 |
|
2 |
Setting-Specific Areas (choose one option from the areas below) |
7-9 |
Preventive Programming
Training and Supervision of Pre-Professionals
* These are examples of activities in which previous interns have participated. |
Distribution of time in these areas depends on the needs of the agency and the interest, background, and skills of the intern. |
Administrative Area |
|
Staff meetings, committee work, paperwork preparation for supervision, etc. |
3-8 |
The SCS established its pre-doctoral internship program in 1973 and since that time 105 individuals have completed the program. In November 1980, the SCS received accreditation as an APA internship training site, and in 2003 the internship was awarded full seven-year re-accreditation. In its report, the APA Accreditation Committee wrote: "The program’s policies, plans, and operations are consistent with the Committee on Accreditation’s ‘Guidelines and Principles’ and the program’s stated mission and goals. Enjoying strong administrative support, the program is well organized and has a clear philosophy. Staff provide quality supervision and maintain collegial relations with interns. The program enjoys excellent resources, including a generous intern stipend, ample office space, and video/audio taping capability. Also commendable is the program’s demonstrated commitment to issues of ethnic and cultural diversity."
A recent survey of interns over the past eight years, indicated that our interns are employed in a variety of settings (60% are in counseling centers) and that doing an internship at our site does not restrict their employment opportunities (e.g., counseling centers, hospitals, university mental health centers, academia). The current interns are available and would be glad to talk with you about their perceptions of the internship program.
Currently the program is fully accredited by the American Psychological Association. The Committee on Accreditation and Program Consultation can be contacted at 750 First Street, NE, Washington, DC 20002-4242, (202) 336-5979.
Intern salaries for 2008-2009 are $25,104 for twelve months. Each intern has his/her own office, equipped with a personal computer with printer and Internet access, and having the capacity for videotaping individual and group sessions.
Interns are accorded full benefits associated with faculty-staff status. These include access to university facilities and services (e.g., recreational facilities, library resources), as well as other benefits (medical/dental/vision insurance), and generous time away from work (university holidays, vacation breaks). In addition, interns are provided the opportunity to attend professional conferences and workshops, and they are provided some monetary support for both travel and registration costs.
