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:
Training Goals of the Internship Program
Goal 1: To provide training in the planning, delivery, and evaluation of high quality, professional, comprehensive psychological services to clients . The intern is expected to develop functional competencies associated with the practice of psychology including individual psychotherapy, group psychotherapy, basic crisis intervention, and assessment.
Goal 2 : To provide training in the general practice of professional psychology. The intent of this goal is to provide assistance to interns in the process of professional identification, integration and socialization as well as in the development of multicultural competence. The intern is expected to develop foundational competencies associated with the practice of psychology including: professional ethics and behavior, appreciation of individual and cultural diversity, professional socialization (professional identity of a psychologist, use of scientific knowledge, appreciation of interdisciplinary systems in treatment, and development of appropriate professional relationships) and professional development (reflective practice-self assessment).
Goal 3 : To provide training in a variety of activities associated with university counseling centers. Our training program offers a broad scope of training opportunities designed for a university population, some of which may vary depending on the current focus of the center. Options for involvement address functional competencies of intervention at a group or organizational level. While all interns will engage in some liaison, consultative, career and outreach activities, more in-depth experience will be obtained through a setting specific involvement. Interns are expected to develop basic competency in one of the setting specific options each semester including career development, multicultural programming, preventative programming, supervision, sexual assault prevention, Guerrilla Theatre, research and evaluation, consultation and liaison, or administrative skills.
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 Intern Training 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 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 one setting specific focal area each semester. While all interns will engage in some liaison, consultative, career and outreach activities, more in-depth experience will be obtained through a setting specific involvement. Interns are expected to develop basic competency in one of the setting specific focal areas each semester including career development, multicultural programming, preventative programming, supervision, sexual assault prevention, Guerrilla Theatre, research and evaluation, consultation and liaison, or administrative skills. The focal areas selected and 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. The availability of each setting specific focal area will also be determined, in part, upon needs of the center.
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 each week. In addition, interns receive one hour of group supervision in the form of a one-hour case conference with the training director. Interns also receive an hour of supervision for their group therapy from their group co-leader who is a senior staff person. In addition, interns have the opportunity to have interaction with and to be mentored or supervised by other professionals in activities such as teaching, supervising externs, 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 which may involve co-delivering services in areas such as career development, consultation, or psycho-educational programming. Interns receive supervision in all professional areas and the high ratio of supervision to service delivery reflects our commitment to the training aspect of the internship program. Moreover, exposure to a variety of supervisors and mentors provides rich opportunities for professional role modeling.
A major component of the internship is the Intern Training Seminar. During this seminar, interns meet weekly with the Training Director and other staff and receive both didactic and experiential training on a variety of topics. Seminar modules are provided on topics related to the competency areas interns are working on such as individual psychotherapy (including brief therapy and empirically supported treatments), group psychotherapy, assessment, crisis intervention, legal and ethical issues, consultation, and supervision of pre-professionals. In addition to the Intern Training Seminar, interns meet for one hour each week for a Diversity Seminar. This seminar includes didactics, discussion and experiential activity through work on a diversity project. The interns also meet weekly for a working lunch with the Training Director for an opportunity to discuss and process the internship experience. A few of these lunch meetings will include one of the Area Coordinators for supervision of outreach or liaison work.
Case conferences are held weekly with the Training Director. Interns present cases from their caseload to the Training Director and other interns. This provides opportunities for interns to reflect on issues involved in the case, to discuss treatment strategies, and to examine ethical issues that may be involved. At mid-year, each intern’s two supervisors are invited to join the case conference to hear the intern present a case with a 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. In addition, interns are involved in a monthly small group case conference involving senior staff. The small group case conference is a form of professional development for the senior staff which provides opportunities for mentoring and role modeling for the interns.
The interns spend, on average, between 42 and 44 hours per week in activities related to internship. All of our interns are full-time. While most of the activities are required from each intern, there are opportunities for choice in some of the setting specific areas. The time commitment will vary depending on the precise mix of activities, the interest of the intern, and the needs of the agency. The general time commitment per week would be described as
| Service Delivery/Experiential Learning |
Hours per week |
|---|---|
| Individual counseling |
11-13 |
| IAT (intake)/Daytime emergency |
3 |
| Group Counseling |
1.5 |
| Diversity Project |
1 |
| Shadowing senior staff in daytime emergency (fall) |
0-2 |
| Daytime Emergency (spring) |
0-2 |
| Setting Specific Activity/Preventative Programming |
4 |
Setting Specific Options: Supervision, Career Development, Consultation/Liaison, Sexual Assault Prevention Multicultural Programming, Research and Evaluation, Preventative Programming, Administrative Development |
|
Supervision and Training Time |
|
| Supervision of Group |
1 |
| Individual Supervision |
3 |
| Diagnostic and Treatment Case Conference |
1 |
| Professional Development with Staff |
0-2 |
| Consultation with Psychiatrist |
.5 |
| Training Seminar |
2 |
| Diversity Seminar |
1 |
| Lunch meeting with Training Director or Area Coord . |
1 |
Administrative Area |
|
| Clinical paperwork, weekly logs |
5 |
Preparation for Supervision, Preparation for Case Conference & Time for Scholarly Inquiry |
2 |
| Staff meeting |
1 |
| Committee (PAC or Diversity) |
0-1 |
TOTAL: 42-44 hr |
The SCS established its pre-doctoral internship program in 1973 and since that time 128 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 seven 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 2009-2010 are $25,860 for twelve months. Each intern has his/her own office, equipped with a personal computer with LAN and Internet access. The center has built in audio/visual capability for taping 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.
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