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Typical Weekly Schedule; Training Activities

Training Activities Internship Training Components/Typical Weekly Schedule

Direct Service (approximately 22 hours per week) Individual Psychotherapy, Couples, and Career Counseling...........11-13 hours Intake Interviews............................................................................. 3 hours Group Psychotherapy..................................................................... 2-4 hours Crisis Coverage (Blue Line)................................................................ 4 hours

Training and Supervision (approximately 12-13 hours per week) Clinical Supervision from Licensed Psychologist.................................. 2 hours Internship Supervision w/ Coordinator of Training...................... 1 hour/month Outreach Seminar……..............…................1 hour/month during even months Research Seminar…..…….......................…..1 hour/month during odd months Intern Seminar............................................................................... 1-2 hours Multicultural Seminar........................................................................ 2 hours Group Psychotherapy Seminar............................................................ 1 hour Supervision of Supervision................................................................... 1 hour Clinical Supervision of Practicum Counselor..................................... 1-2 hours Case Consultation w/Training Faculty, Psychiatrist, etc......................... 1 hour Intern Support Group........................................................................... 1 hour

Meetings Staff Meeting........................................................................... 1 hour/month Professional Staff Development............................................ 1.5 hours/month Clinical Team Meeting......................................................................... 1 hour Case Disposition Meeting.................................................................... 1 hour

Other Responsibilities (approximately 3-4 hours per weeks) Preparation for Direct Service and Outreach, Committee Work, etc.. 1-2 hours Case Notes/Case Management....................................................... 1-2 hours

Internship time commitment will usually range from 44-45 hours per week. Some evening and weekend work is likely during the training year.

Intern hours are from 8:00 a.m. to 5:00 p.m. Direct service duties are to be completed between the hours of 8:30 a.m. to 4:30 p.m. while licensed supervisors are present.

Interns are required to document at least 2,000 hours of internship experience.

Clinical Supervision from a Licensed Psychologist Interns receive two hours per week of individual clinical supervision throughout the year. This supervision covers all clinical work with clients, core training activities, training experiences/methods, and benchmark competencies and evaluation. Review of videotapes is utilized during this training activity.

Supervision of Internship Experience The Coordinator of Training meets with the interns on a monthly basis to assess how the internship training is meeting the interns’ needs and to solicit feedback about the training program. Additionally, the Coordinator of Training keeps an open door policy and interns are encouraged to meet informally and/or request additional meetings to focus on training concerns.

Intern Seminar The Intern Seminar is a multipurpose forum for interns which pulls from the integration of knowledge acquired from research literature and theoretical study with clinical experience. The integration of knowledge and experience occurs through discussion between interns and the seminar facilitator, information provided by guest speakers, and intern case studies and presentations.  It is also an opportunity to discuss general questions regarding the internship experience and to receive supporting in meeting your training needs and goals.

Multicultural Training Seminar The weekly Multicultural Training Seminar focuses on the development of skill and competence through in-depth discussions and peer feedback, experiential activities and field trips, presentations by interns and guest speakers, and the synthesis of current literature and practice.

Group Counseling Seminar Group Counseling Seminar is held weekly and is attended by interns and other trainees and staff who lead groups. It is intended to provide a practical supervision and training experience in leading counseling groups that build upon the intern's previous academic training and experience in providing group counseling. Attention to group process within the seminar also serves as a concrete learning experience for the interns and other participants of the seminar.

Supervision of Supervision This seminar focuses on concepts related to the intern’s development in the role of a supervisor. Videotape, assigned readings, and topical discussions are utilized to review and teach skills, incorporate the role of Supervisor into the intern's professional identity, and provide opportunities for peer feedback.

Clinical Supervision of Practicum Counselor Interns are expected to provide clinical supervision to practicum counselors who receive training and provide direct services to CSDC clients. Interns meet face-to-face with practicum counselors for two hours a week. The number of practicum counselors vary, and the nature of supervision opportunities may change each year.

Intern Support Group The intern class meets regularly for a minimum of one hour each week. The purposes of this training activity are to allow interns to share and discuss interests and concerns and to facilitate the development of mutual support and group cohesion. The intern group decides on the format and content based on their needs. They may discuss reactions to internship, process experiences they have had, and address various issues that arise during the course of the week.

Training Committee Each semester, one intern is elected to join the Training Committee to discuss matters related to internship training. Interns are encouraged to offer feedback to the committee and participate in administrative processes. 

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Counseling and Student Development Center (CSDC) Queen Liliʻuokalani Center for Student Services Room 312 Phone: (808) 956-7927

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Training Activities

Individual and group psychotherapy.

The primary foci of psychology interns’ time at CAPS will be individual and group clinical work. Each intern schedules approximately 12-16 weekly client hours, co-leads one to two groups during any given quarter, and conducts two intakes per week. Beginning in Fall quarter, client caseloads gradually build up through intakes and referrals from other CAPS staff. After Fall or Winter quarter, interns may have the opportunity to develop and lead groups of their own. 

Clinical services are offered to all undergraduate and graduate students. Common presenting issues are relationship problems, depression, and anxiety, and range from general developmental concerns to more severe psychopathology. Short-term modalities are emphasized and clients are typically seen for 4 – 10 sessions per year for individual therapy. Interns may carry two clients over a longer period of time for professional or training purposes. There are also numerous opportunities for collaborating with the psychiatric and social work staff of the Student Health Service on clinical cases, as well as for collaborating with other campus organizations.

Brief Assessment/Crisis Intervention

Starting in Fall quarter and once trained and deemed ready by both the interns themselves and the training staff, interns participate on a half-day triage team. These brief 15-30 min. assessments range from relatively benign situations to full-blown psychological crises, possibly involving immediate psychiatric intervention or the initiation of hospitalization procedures. Whatever the situation, interns are fully supported by the staff and are never expected to manage any type of crisis situation on their own. The goal of the brief assessment model is to allow students to access our services easily and quickly in order to determine what their needs are and how they will be best served. The outcome of a brief assessment might be a referral to the community for long-term therapy, a full intake at CAPS, or immediate crisis intervention. 

Single Session Therapy (Optional, Starting Winter Quarter)

This is an optional training activity in which interns have the opportunity to practice in this innovative and increasingly popular modality. Often, students find that one therapy session is just what they need to address their concerns. Single session therapy is a highly structured, solution focused/goal-oriented therapy session intended to provide students with effective strategies to help improve a particular situation or reach a goal. Single session services at CAPS treat each session as a whole therapy experience, focusing on client-centered theory of change. 

Supervision

A significant part of the training experience is to be the primary supervisor of a doctoral psychology practicum student for the academic year, October through June.  Weekly Supervision of Supervision seminar meetings provide opportunities to discuss supervision theory, view recorded counseling or supervision sessions, and discuss the supervision process.  Interns read the Integrated Developmental Model for Supervising Counselors and Therapists by Stoltenberg and McNeill, and and Jane Campbell’s Becoming an Effective Supervisor: A Workbook for Counselors and Psychotherapists.  Interns are provided with a wide range of supervision literature in addition to these books.  In conjunction with the IDM model, the work is primarily developmentally focused for the supervisee and supervisor.

Consultation/Outreach

Another area in which psychology interns receive formal training is consultation and outreach. In collaboration with the consultation supervisor, interns set goals for what they would like to accomplish. Interns can be involved with staff in response to outreach requests received from departments and residence halls, and they will also choose an area of focus for the year. The consultation supervisor supervises the interns’ overall consultation activities, but interns also work with other staff as needed. Interns participate in consultation seminar, which is for training and discussion of outreach and consultation activities. Consultation and outreach services typically involve workshops, presentations, and trainings for staff and students. Interns may also have the opportunity to participate in debriefings following crisis incidents on campus. Liaisons or informal contacts are maintained with a number of campus departments and organizations. Depending on their areas of interest, interns may choose to become involved in existing liaison relationships or develop their own. Existing liaisons/contacts include (but are not limited to): Educational Opportunity Program (EOP), Residential Life, Women’s Center, Disabled Students Program (DSP), Resource Center for Sexual & Gender Diversity (RCSGD), Student Health Service, and Re-Entry Students.

Psychological Assessment

Interns also receive training in formal psychological assessment, with an emphasis on assessment as a therapeutic intervention. We encourage interns to utilize testing to clarify diagnoses, inform treatment planning, and further the psychotherapy process. Interns have the opportunity to administer and/or interpret a wide range of assessment instruments, including self-report measures, personality inventories, ADHD assessments, eating disorders evaluations, and career/interest inventories. Case-specific individual supervision, group supervision, and didactic seminar training are provided. 

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Internships and Activities

Student resources, gain valuable real-world experience.

As a psychology major, you can participate in a variety of experiences designed to get you out of the classroom and into the real world. From internships that help you build your resume and expand your professional network to opportunities to conduct and present research to exciting trips that expand your academic and cultural awareness, you’ll graduate with the skills, experience and perspective needed to find a rewarding career. 

Internship opportunities

Psychology majors at SFA have the opportunity to complete internships through enrollment in PSY 409, a three-credit elective. To participate in a psychology internship, you must meet the following requirements:

  • be a psychology major
  • be a junior or a senior
  • have a grade point average of 2.0 or higher
  • have consent from a faculty member willing to sponsor your internship
  • and complete any prerequisite courses.

Internships can be paid or unpaid. Students participating in psychology internships are required to complete and submit weekly internship journals and writing assignments. These assignments, plus a final evaluation and completion of a portfolio, will comprise the grade you receive for your internship. 

To learn more about psychology internships, speak with your faculty advisor . 

Study psychology abroad 

Interested in learning about other countries and cultures? Students in the Department of Psychology can take advantage of study abroad programs that give them a look at psychology from an international, cultural and historical perspective.

The department’s most recent study abroad opportunity was a two-week trip to Italy, where Lumberjacks studied how Italian history, religion and philosophy influenced the development of psychology.

To learn more about study abroad opportunities for psychology students, contact your faculty advisor or drop by SFA’s Office of International Programs located in Dugas Liberal Arts North, Room 402.

Research activities

As a psychology student at SFA, you’ll have the chance to get out of the classroom and participate in a variety of research projects. Our experienced, passionate faculty members have a variety of backgrounds and specializations, so you’re sure to find a mentor who shares your interests.

All undergraduates develop research proposals, and some even present posters and participate in research discussions at conferences around the state and the country. 

Department of Psychology 936.468.4402 [email protected]

McKibben Education Building Room 215

Mailing Address: PO Box 13046, SFA Station Nacogdoches, Texas 75962

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Didactic Activities

A wide range of formal didactic training experiences are offered as an integral part of the psychology internship training program. The training experiences are designed to build on prior experience and training and to provide new experiences that are sequential, cumulative and graded in complexity. Each training opportunity is developed to provide the intern with the knowledge necessary to obtain competency in the program specific goals and objectives. Didactic activities are also designed specifically to correspond and complement the interns’ comprehensive clinical experiences.

Because interns have already had their basic courses in psychological theory, the internship program concentrates on translating theory to applied work. However, interns participate in three to four hours per week of enriching didactic experiences.

Individual & Group Supervision

Each intern receives at least two hours of individual, face-to-face supervision, and two hours of group supervision per week. One group focuses on supervision of supervision and another group focuses on psychological assessment issues. Interns are expected to present cases, assessment tools and clinical intervention theories during group supervision. Supervisors may change according to the interns’ rotation.

Evidence Based Psychotherapy Seminar

During the 1st and 2nd quarter of the training year, interns participate in a weekly (1) hour professional training seminar examining advanced evidence based treatment, such as emotionally focused therapy (EFT) for couples. Interns are required to review and present one empirically supported treatment modality.

Faculty : Carlos Fayard, Ph.D.

Suicide Assessment and Risk Management Seminar

This is a combined class with 3rd year psychiatric residents that meets for weekly one hour sessions, during the third quarter of the training year.  It is heavily focused on developing clinical skills in the assessment and management of suicidal patients. This is a didactic course with discussion of experiences with suicidal patients, as by this time the interns and residents have been seeing outpatients for one semester. Training includes required reading, as well as both didactic and process materials; the course gradually becomes more practical and less theoretical.

Faculty : William Britt, Ph.D.

Diversity and the Spiritual Life Seminar

Interns participate in a year-long weekly (1) hour professional training seminar which combines clinical case presentations, didactic activities, scholarly inquiry, and ethical, legal, and clinical matters in the practice of professional psychology. Interns receive training on theories and methods of spiritual assessment and integration of spirituality into clinical practice, discuss literature, and conduct case presentations applying theory and research. 

Professional Development Group

A weekly group devoted to issues that the intern faces when moving from the role of a student to that of an independent professional psychologist. The function of this group is to provide a setting in which interns can address issues of professional development, and discuss the potential development of any additional training opportunities based on the intern’s needs and experiences. One of the recurrent topics included in this group will be ongoing discussions regarding the intern’s progress in conducting a program evaluation; additional topics include overview of the medical/hospital culture, multidisciplinary team dynamics, identifying opportunities to develop and deliver lectures to professional and lay populations, involvement with research projects, applying for post-doctoral positions or first jobs, preparation for licensure and passing the licensure examination, how insurance affects practice, defining the first five years of one's career, and other topics of relevance to the current intern class. Topics are generally recurrent each month, so that the session during the first week of each month is focused on addressing current needs and difficulties interns may encounter, the second week is dedicated to a case presentation in which interns evidence the application of current scientific knowledge to practice, the third week session focuses on teaching, issues related to the selection of a new cohort, postdoctoral and licensure issues, the fourth week is dedicated to the presentation of a current journal article and discussion, and finally, if there is a fifth week, a topic of intern's choice is chosen and developed.

Faculty : Antonia Ciovica, Ph.D.

Case Conference

Interns present two 1-hour psychotherapy/assessment cases to other psychology trainees and staff psychologists over the course of the year. Interns will prepare a comprehensive case presentation and staff psychologists will collaboratively discuss the case and offer supervisory feedback.

Psychiatry Grand Rounds

Interns have the option to participate in a weekly (1) hour Grand Rounds led by psychiatry faculty which addresses the latest development in empirical research and treatment in mental health.

Faculty : Selected faculty from the Department of Psychiatry, and honorary guest speakers

Professional Conferences

Each year, LLU hosts a number of professional conferences, some of which are of great interest to psychologists and psychologists in training. Past examples of such conferences include an international conference on advancing a Christian worldview for generating, sustaining, and applying theory, research, and practice in the promotion of emotional health and wholeness, with presenters including Kenneth Pargament, Ph.D., Harold Koenig, M.D., Eric Johnson, Ph.D., Gary Burlingame, Ph.D., and Brent Slife, Ph.D., among many others (2011-2012), a series of lectures on Dialectical Behavioral Therapy presented by Marsha Linehan, Ph.D., ABPP (2010-2011), and a co-sponsored (LLU and Patton State Hospital) symposium focused on the latest developments in psychiatric research and treatment of severe and chronic mental illness (2009-2010).

Thomas Rutledge Ph.D.

Self-Actualizing the Psychology Internship Experience

How maslow's theory can transform internship from a job into a hero's journey..

Posted November 10, 2022 | Reviewed by Michelle Quirk

  • Internship is a critical developmental component of the training path for clinical psychologists.
  • Internship should be an important personal and professional growth experience but often feels more like a low-paid clinical job.
  • By adapting growth principles from Maslow's hierarchy of needs, students can better select and shape internship experiences.

For the majority of Americans, November is a harbinger of approaching holidays and seasonal festivities. For thousands of students pursuing doctoral degrees in clinical and counseling psychology, however, November signals the beginning of an entirely different season. For them, 'tis the season of internship applications and interviews.

The Long Training Path

The path to becoming a licensed clinical or counseling psychologist is both long and daunting. For most students, the process will require a decade or more of progressive training. Following four years obtaining an undergraduate degree, students subsequently enter into a competitive process—many programs decline more than 90 percent of applicants—for positions in graduate programs. Once accepted, the subsequent road to a Ph.D. or Psy.D. involves another five or more years of coursework, supervised clinical training, comprehensive exams, a master's thesis, and, finally, a dissertation project. For students surviving this graduate school gauntlet, the completion of a 12-month clinical internship represents the final obstacle to their clinical and counseling doctoral degree.

Interestingly, although internships are required by all clinical and counseling doctoral programs for students to complete their degree and become license-eligible, the internships are not offered directly by the graduate programs. Students must instead enter into yet another nationally competitive process of applying to internship programs at separate institutions. The internship selection process is so competitive that the average student will apply to 15 internship programs to obtain their position.

After the 8- to 10-year journey to reach the stage of internship application, the pressure to obtain a position is understandably intense. Although the American Psychological Association (APA) helps students by accrediting internship programs—a kind of independent quality-control mechanism— the monumental tasks of (1) deciding what programs to apply to and (2) evaluating the internship program contents and supervision components are left almost entirely to the students.

For many students, the application and interview process is stressful , but it works out well. They ultimately receive an internship experience that overall enhances their skills, confidence , and career preparation. For other students, unfortunately, the same internship year can become an obligatory exercise or even a disappointment that does little to advance them as a person or professional. For me—a psychology internship supervisor at a large teaching hospital—the internship year is much too important for students to allow for so much variability. The aim here is to offer students a framework for evaluating internship program contents and help them pursue specific goals that make maximize the quality of their experience.

Thomas Rutledge

I consider the psychology internship year to be a voluntary Hero's Journey. If you've read your Joseph Campbell, 1 you know that a Hero's Journey is defined by a synergy of adversity, personal growth, and mentorship. This formula certainly describes a good internship program.

Internship is intended to provide a student with 12 months of ongoing challenge, novelty, learning, skill development, career education , and value refinement. Implemented well, the internship functions like a blacksmith's workshop, where the student's ability, personality , and goals are forged into a confident and capable professional through the skillful application of challenging training experiences (adversity) and quality supervision (mentors).

The philosophy behind psychology internship training is highly consistent with the classic Abraham Maslow model of human needs (see figure above 2 ) that theorizes that people are fundamentally motivated to grow toward their highest values. However, I think we can take Maslow's model one step further to offer students tangible training characteristics to seek from their internship programs and supervisors.

Thomas Rutledge

Framework for Maximizing Growth and Experiential Quality

Using the modified Maslow pyramid above to summarize ascending internship "needs," here is a framework I discuss with my own students for maximizing their growth and experiential quality.

  • Internship fundamentals. Thankfully, virtually any APA-approved internship will provide the student with exposure to training fundamentals. These include rigorous clinical training, regular didactics for ongoing learning, structured supervision and support mechanisms, and means for the student to integrate their own training goals into the internship to help make the internship a personalized journey.
  • Advanced internship training skills. Most accredited internships will also at least introduce students to more advanced skills and growth areas that will be important to them during and after the internship. Beyond their core clinical training, it is critical for interns to view their year as an opportunity to begin developing time management , boundary setting, and work–life balance skills that will be essential to their enjoying a rewarding career as a helping professional.
  • Professional-level training skills. In my experience as a supervisor, this is the level where many internship programs fall short of their potential for students. Despite adequate attention to the above areas, intern caseloads, administrative burdens, and performance expectations frequently become overwhelming and isolating. When this occurs, students' learning and growth become secondary to keeping up with clinic demands, and their profound professional needs for depth, connection, and quality (deep work) are sacrificed in the quest for quantity (appointments, handoffs, consults, notes, etc.). A superior philosophy for professionals has been expressed wisely and succinctly by best-selling author Cal Newport: " Do Less. Do Better. Know Why." 3
  • Actualized-level training skills. At the beginning of each training year, I provide my interns with a collection of carefully chosen professional development books intended to help them improve during their internship in ways both direct and indirect to their clinical roles. At the top of this annual booklist is Carol Dweck's book, Mindset 4 for its ability to facilitate an empowering view of a student's potential as a person and professional. Even among the most gifted and hardworking interns, imposter syndrome symptoms run rampant and can corrupt otherwise excellent training years. Sadly, self-doubts among interns can also be impervious to seemingly any amount of positive feedback from patients and supervisors. Left unchecked, a fixed mindset is likely to turn an internship into a painful series of personal judgments for the student and cast a long shadow over their subsequent career.
  • Transcendent-level training. The final set of "transcendent" intern skills for which I advocate is the student's ability to see their potential for positive health influence as extending beyond traditional individual and group psychotherapies. Combined with expert didactics and good role models, interns now possess a virtually unlimited capacity for translating their knowledge, values, and communication skills into tools with larger-scale potential for benefit. Such tools include clinical research, smartphone apps, social media , Internet resources, consumer mental health product design, and many others. This skillset, however, requires that students first embrace a professional identity possessing the ethics , talent, and passion to become potential health care leaders, rather than simply health care providers, and expose themselves to novel opportunities for growth in these areas.

1. Joseph Campbell, The Hero with a Thousand Faces. Princeton: Princeton University Press, 1949.

2. Maslow, A.H. (1943) A Theory of Human Motivation. Psychological Review, 50, 370-396. http://dx.doi.org/10.1037/h0054346

3. Newport, Cal (2016). Deep work. London. ISBN 978-0-349-41190-3. OCLC 920740925.

4. Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.

Thomas Rutledge Ph.D.

Thomas Rutledge, Ph.D. , is a Professor-in-Residence in the Department of Psychiatry at UC San Diego and a staff psychologist at the VA San Diego Healthcare System.

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Clinical Training Activities

Individual clinical supervision.

Throughout the training year, doctoral interns receive  3 hours of weekly individual clinical caseload supervision from two supervisors .  A licensed psychologist provides two hours of supervision, and a third hour of supervision is provided by a second licensed psychologist or licensed mental health provider (e.g., licensed clinical professional counselor, psychiatrist, licensed clinical social worker).  The two supervisors oversee an  intern’s individual therapy caseload and facilitate the development of competencies in case conceptualization , treatment planning, intervention, and culturally-responsive practice.  Individual Clinical Supervision also focuses on interns' access caseload, which includes clients with whom they are working for clinical assessment, crisis intervention/follow-up, and case management .  Issues pertaining to professional development are also addressed in supervision.

Individual Supervision of Group Psychotherapy

When co - facilitating a psychoeducational, support, or interpersonal process therapy group, interns receive 30 additional minutes of weekly  individual supervision from their staff co-therapist .   Interns meet with their staff co - therapist following the provision of therapy groups to debrief the session, discuss group process an d conceptualization, and plan for future sessions. 

Group Supervision of Access & Crisis Work

Following their orientation period, interns meet weekly during Fall and Winter Quarters to receive group supervision of their access and crisis work; this includes weekly same-day access shifts (i.e., daytime on-call hours for intake assessment, crisis support, and consultation), scheduled intake assessments, and afterhours on-call duties.  For Northwestern students seeking services through CAPS, a same-day appointment or scheduled initial assessment will be their first point of contact with our clinic.  In these initial encounters, interns must be prepared to respond intentionally and flexibly to a diverse clientele whose concerns and needs vary in urgency and complexity--all while prioritizing client safety and maintaining a working knowledge of campus and community resources that may be useful to clients.

This group supervision experience supports interns development of competencies in clinical interviewing, risk assessment and management, crisis intervention, coordination of client care/disposition planning, clinical consultation, and third-party consultation.  Cultural, ethical, and legal considerations in access and crisis work are addressed throughout.  After interns have gained familiarity with the CAPS clinical access system and procedures, they and the group supervisor(s) incorporate case and documentation examples from their own work.    

Group Supervision of Community-Based Internvention

Interns meet monthly in a group format to receive supervision of their community-based intervention (CBI) work, which includes outreach, education, and prevention activities.  T he CBI supervisor  may also assist interns in facilitating liaison relationships with various campus partners and advise on consultative responsibilities involved in maintaining and deepening these connections . 

CBI activities extend throughout training year, beginning with   new student orientation programming .  Interns then assist with the delivery of existing CBI programming (e.g., workshops, educational presentations, affinity spaces) or collaborate with staff to develop and deliver their own programming in response to requests from campus partners or liaisons.  

For  Let's Talk , interns may provide up to  three academic quarters of informal drop - in consultation for students at a designated Let's Talk site on campus.  The intern receives supervision and mentoring for the Let's Talk services from the CAPS' senior staff m ember who has an ongoing partnership with the campus office which hosts their site. 

The  Interns' Emerging Expertise Presentation  offers an opportunity for interns to develop and deliver a didactic presentation highlighting  their  clinical, professional, and/or research interests — thereby strengthening professional identity development and a foundation for future contributions to the field. Interns present to CAPS staff and  are encouraged to use  this opportunity to  demonstrate their ability to integrate science with clinical practice to  benefit the work of mental health  clinicians.

Group Supervision of Supervision

During the second half of the training year, interns' engage in supervised experiential learning through peer supervision with their cohort members .  This group supervision experience b egins with an overview of the practice of clinical supervision and the various models of supervision, then the exploration of the commonalities and differences among training supervision, peer supervision, peer support, and consultation.

The goals of peer supervision are to:  to  build a sound, lifelong mechanism for consultation that is foundational to effective, reflective, sustainable, and ethical clinical practice. Skills in peer supervision include expression of peer support and compassion, giving and receiving feedback, s elf - examination, problem - solving, healthy negotiation of one’s own and others’ power and needs, and mindfulness of group dynamics, countertransference, and parallel process as applied to the peer supervision group.

Interns rotate in the group leadership role. The peer supervision leader’s tasks involve rapport building and containment, moderating and facilitating structure and focus for the meeting, summarizing themes discussed by the peers, facilitating  discussion and feedback among the peers, assisting with t heory application, centering multicultural and social justice considerations, ethics, problem  solving, and process observation tasks (i.e., awareness of group dynamics including group development stages, how the group deals with conflict, pa rallel process, and encourage the expression of reactions, feelings, and behaviors). 

Intern Seminar

Facilitated by CAPS staff members (and occasionally local community professionals), this weekly 2 - hour seminar is designed to span the  broad range of interns’ learning needs during the internship year.  Incorporating a variety of formats (e.g., didactic, discussion of readings, case presentations, etc.),  interns receive  t raining in core competency areas , including: (a) Psychotherapy and Crisis Intervention, (b) Clinical Assessment, (c) Multicultural and Diversity Issues in Psychotherapy, (d) Legal and Ethical Issues in Psychotherapy, (e) Psyc hiatric Consultation, (f)  Outreach and Preventive Interventions, (g)  Professional Development, and (h) Clinical Supervision and Training. To address growth in these core competencies, the Intern Seminar incorporates several modules throughout the year.

Psychiatric Consultation Module:  CAPS psychiatrists present on topics such as therapist-psychiatric collaboration/consultation, advanced mental status examination, and the assessment and/or treatment of ADHD, sleep disorders, and bipolar disorders.

Multicultural  and Social Justice (MCSJ)  Issues Module: Typically a quarter-long, MCSJ combines  didactic , experiential, and discussion -based formats  to deepen interns'  awareness of  self and others as   multi cultural beings navigating an  inequitable society and world.  In supporting interns' development as agents of social change, c ultural humility, social identities , power, oppression, privilege, and advocacy are often   topics of focus.   Outside of this seminar module, i nterns’ multicultural proficiency is  emphasized in   training experiences throughout  the year.

Clinical Assessment and Psychotherapy Module:  Topics may include evidence-based therapies and the assessment and/or treatment of suicidality, substance use disorders, eating disorders, trauma, personality disorders, and  anxiety disorders. 

Clinical Supervision and Training Module: Incorporates the theoretical, conceptual, and empirical knowledge base that informs best practices for culturally-responsive clinical supervision.  

Professional Development Module: I ntegrated into the seminar throughout the year,  topics in this module may include professionalism, self-care, preparing for the  post - internship job search, developing a job talk/formal case presentation, or establishing a private practice. 

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CMHC is open through December 18, 2020.

The University is Closed Due to Inclement Weather Through Wednesday, February 24 at 8 a.m.

CMHC will be closed for the Memorial Day Holiday on Monday, May 31 and will reopen on June 1 at 8 a.m.

The CMHC Crisis Line is always available 24/7 at 512-471-2255.

UT Austin’s large student population provides interns with opportunities to work with clients presenting with a variety of specific experiences and concerns. Interns work closely with their clinical supervisor, training director, Brief Assessment and Referral Team staff and Front Desk and Referral Office staff to ensure that their caseload is varied and meets their training needs.

Interns also provide walk-in crisis counseling coverage. Interns do not provide after-hours emergency coverage but may participate in after-hours responses to traumatic events (e.g. a student death) with CMHC staff members.

CMHC clinicians work in Clinical Teams to ensure that students receive thoughtful care during times of crisis. These teams coordinate crisis interventions that are needed within CMHC. Interns participate on Clinical Teams one day per week.

In single session appointments, therapists (including interns) meet with clients for what is intended to be a one-time meeting. Students placed in these sessions may be seeking a consultation about a specific concern or life event or may be interested in seeing what counseling services can offer. Therapists work collaboratively with these students to address the immediate concern and explore strategies that the student can apply to future concerns.

Other students are scheduled with a clinician on a short-term, weekly basis. Treatment length is decided as the client and intern work together and in collaboration with and consultation between the intern, their supervisor, the Clinical Team and the Director of Clinical Services.

The clinical system is designed to provide the maximum number of students the opportunity to receive services, while building in limited flexibility for treatment length and scheduling based on the student’s clinical needs. Most clients attend three to five sessions.

Clinical Supervision and Training

Two hours per week of individual supervision from a licensed psychologist Supervision focuses on the treatment of the intern's caseload, discussions around clinical work in general and exploration of issues relevant to professional development. Supervisor assignments are made at the beginning of each semester based on intern preferences, training needs and supervisor availability.

Weekly Individual Seminar/Group Supervision Seminar experiences help interns develop skills and insight via case presentations, discussions of systemic factors impacting clinical work, didactic presentations on relevant clinical topics, processing of issues related to the professional use of self, etc. Interns are encouraged to explore their roles as therapists and how they may use their strengths and knowledge more effectively in their work with clients.

Additional Training Options Within CMHC’s service needs, interns may focus on areas of clinical interest such as substance use, relationship violence, problematic eating patterns and/or other aspects of clients' experiences related to intersecting identities (e.g., living with a disability; first-generation student status; holding an identity from a marginalized population).

Weekly, one-hour individual supervision for each group co-facilitated by the intern Supervision may include group skills development, conceptualization, co-leadership processing, use of self in group interventions, etc. If an intern's co-facilitator is a staff member, the staff member serves as the intern's supervisor. If an intern's co-leader is another trainee, a staff member serves as the supervisor for both trainees.

Additional Training Options Due to CMHC’s size and the role of groups in our organization, interns can develop skills in promoting groups and making effective group referrals. Occasionally, interns may help develop and facilitate a new group. Opportunities exist to learn specialized treatments for certain presenting concerns in a group format, such as in our anxiety, mindful eating and survivors of interpersonal violence groups. In addition, Austin has an active, energetic Group Psychotherapy Society that includes current and former CMHC staff members.

Austin Group Psychotherapy Society

The Longhorn Wellness Center (LWC) supports the missions of University Health Services (UHS) and CMHC as a “shared” department by addressing priority college health issues. LWC staff utilize multi-level, evidence-based prevention strategies such as peer education, social marketing, social norm campaigns, environmental change and strategic campus partnerships to achieve program objectives.

Interns have the opportunity to get involved in CMHC outreach such as programming or writing psychoeducational materials and, where applicable, in LWC initiatives.

Interns are expected to engage in prevention and outreach activities during the internship. Due to the busy clinical schedule during the long academic semesters, interns typically take part in prescheduled activities during these semesters and focus more intently on creating their own prevention-related activities during the summer months.

Interns may use their Preceptorship/Apprenticeship hours to focus on prevention and outreach activities.

Additional Training Options. Interns may choose to focus additional attention related to prevention and outreach through activities that meet the needs of the organization. Past examples include serving on the campus Wellness Network, contributing content for CMHC's website and developing and implementing workshops for international students.

Specialty Seminar Interns participate in this weekly seminar, which is facilitated by clinical staff members who provide leadership in specific clinical service areas. On a rotating basis, interns meet with leaders in the areas of Mindful Eating, Voices Against Violence, Substance Use Support, and Group Services. Interns are presented with didactic information about these areas and have the opportunity to discuss clients, assessment and treatment considerations, consultation related to these areas, etc.

A distinctive feature of our internship is the August Orientation that begins upon the interns' arrival. Presentations, experiential workshops and other activities are scheduled to help acquaint interns with their CMHC roles and responsibilities, familiarize themselves with staff members, and build cohort relationships. Early in August, interns meet with potential individual supervisors and possible group co-facilitators, submit their preferences to the Training Committee, and are assigned to their fall semester trainers. Their individual supervisor (among others) assists with the orientation and the process of self-assessment with regards to goals, strengths and areas of growth. Informal social events further help interns build group cohesiveness and aid in meeting CMHC staff members.

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Counseling Center

Internship activities, menu heading link copy link, direct clinical services.

Individual Psychotherapy  (approximately 11-13 hours per week).     Interns’ caseloads are comprised of  a combination of brief and longer-term psychotherapy cases. Decisions about the duration of therapy and frequency of sessions are based on the assessed needs of the client and are made by the client and therapist in consultation with the therapy supervisor.

Group Psychotherapy   (1.5 hours per week). Interns co-lead an interpersonal process therapy group with a staff member for the duration of the training year.

Assessment  (2-3 hours per week). Interns conduct 2 regular initial consultations per week throughout the training year; if clinical need warrants and initial consultations increase to 3, there is a one-hour reduction in the individual psychotherapy expectation.

Crisis Consultation  (1 hour per week beginning spring semester).    Beginning their second semester, interns conduct 1 crisis consultation hour per week.  In summer, interns additionally share responsibility for triage coverage.

Supervision and Training of Externs  (1 hour per week for 9 months).    Interns provide one hour of individual supervision for the psychotherapy work of an advanced psychotherapy and contribute to their evaluations, under the supervision of the training staff.

Outreach and Consultation  (variable hours throughout the training year). All interns are expected, individually and/or as co-facilitators, to implement at least three psycho-educational outreach programs as well as design at least one original outreach program.

Rotations Community Service, Multicultural, Acceptance Commitment Therapy, Mind-Body, and Outreach are potential rotation options (two hours per week), briefly described below:

  • Involvement in community services, such as counseling at a refugee treatment clinic for survivors of political torture;
  • Co-facilitation of an ACT-based group focused on managing anxiety;
  • Diversity, equity and inclusive efforts on campus and in the Center, including development of a social justice or diversity project;
  • Co-facilitation of 4-week mind-body workshop series such as self compassion, mindfulness, and managing your mood;
  • Outreach and primary prevention efforts on campus, as well as involvement in the administrative functions of outreach services.

Clinical Training Activities

Supervision  (approximately four to six hours per week).

  • Primary Supervision:  Each intern meets individually two hours per week throughout the year with a Primary Supervisor, who has responsibility for the intern’s overall experience, including the majority of his or her psychotherapy cases and general professional development.
  • Secondary Supervision:  A second training staff member provides another hour of weekly individual supervision as Secondary Supervisor for initial consultations and two long-term cases, to focus in greater depth on the therapeutic dynamics, including transference, counter-transference and parallel processes as they develop over the course of treatment. Video/audio tape is reviewed in both primary and secondary supervision experiences.
  • Supervision of Group Therapy:  Group therapy work is supervised by another member of the training staff, who also generally co-leads the treatment group with the intern, for 30 minutes per week throughout the year.
  • Group Consultation:  This biweekly group consultation meeting serves as a space for UIC Counseling Center staff clinician and trainee group co-facilitators to share, discuss, process, and consult about group therapy related dynamics, concerns, and successes. Areas of discussion have included but are not limited to the following: (1) stages of group, (2) group conflict, (3) termination, (4) ethics, (5) multicultural development and issues in group, (6) transference/countertransference, (7) different levels of intervention (e.g., individual, interpersonal, group-as-a-whole), (8) co-leadership dynamics, and (9) group policies (e.g., the group contract, attendance issues, and the treatment frame). In addition, this group consultation meeting provides the opportunity for UIC Counseling Center staff clinicians to mentor trainees on group therapy treatment and dynamics as such trainee group co-facilitators are able to observe, interact with, provide feedback to, and consult with staff in this group therapy themed consultative space.
  • Supervision of Supervision:  The intern’s supervision of a single case of an advanced psychotherapy extern is supervised by the Associate Director for Training in a group format in the Supervision Seminar, which meets one hour per week for 9 months. Theory, ethics, principles, multicultural factors and developmental stages of supervision are examined and applied. The learning process is structured around group discussion, individual presentations of supervisory session material, and assigned readings.  
  • Supervision of Rotation: Weekly supervision of the intern’s rotation activities is provided by a designated staff member for half an hour to one hour per week.
  • Supervision of Outreach:  additional supervisory coverage and specific consultations are arranged for outreach.

Primary, Secondary and Group Supervisors are assigned by the Training Director during orientation, based on the interests and preferences of the trainees and the recommendations of the Training Committee, with the option of re-assignment by the Training Director to another supervisor later in the year when warranted. While we attempt to honor trainees’ preferences, we are not able to guarantee that you will be assigned to your top choice as we try to also balance clinical needs and other logistical issues. This multilevel approach to training is designed to allow the intern to work closely with several supervisors over the course of the year to promote effective alliances and learn from differences in perspectives and approaches in the development professional identity.

Seminars (following orientation, ranges from two to four hours per week). In keeping with the goals of the training program, seminars are intended to explore core theoretical, technical, ethical, scientific, multicultural, and diagnostic issues as they relate to the delivery of clinical services in a university setting. Seminars are developmental in nature. To those ends, both general readings and case-based presentations are used to facilitate interns’ conceptual formulations and integration of theory, research and practice. Seminar leaders and other participants provide peer consultation regarding case materials of each intern.

  • Assessment:  (first three-four weeks of orientation). This seminar focuses on ethics, principles, and practices for clinical evaluation, including the consultation process, diagnostic screening, crisis assessment, mental status examinations, and diversity considerations. Emphasis is given to the development of a focused and comprehensive disposition with treatment options and recommendations, and on presenting relevant information orally as well as in a written psychological report. Integration of assessment-related data and norms and practices for clinical documentation are also addressed. The format includes didactics, use of video demonstration, discussion, intake observation, and assigned readings. A number of staff present on assessment of specialized areas, including eating disorders and substance abuse.
  • Group Psychotherapy:  (weekly for Fall semester). This seminar is devoted to the theory and practice of interpersonal process group therapy, including preparation and selection of members, co-therapy dynamics, group norms and cohesion, critical incidents, and termination. Presentation of the interns’ group work usually provides the focus and material for discussion of conceptual, multicultural, and ethical issues.
  • Multicultural Therapy:  (weekly for at least two semesters). This seminar addresses diverse clinical issues through reviewing case presentations by interns and seminar leaders, including videotaped sessions by interns. The seminar is meant to be a dynamic learning experience in which interns explore their identities, transference, and counter transference while developing the skill of supporting their colleagues in advancing in their journey as well. Articles assigned in the seminar are meant to stimulate critical thinking and subsequent dialogue in the seminar. The first semester focuses more on co-creating a brave space, exploring values and identities, value conflicts, and attending to the ways in which cultural identities and experiences impact the therapy space. The second semester focuses on understanding systems of privilege and oppression, bringing multicultural and social justice frameworks into therapy, transference and countertransference, conflict, resistance, and complexities related to termination. Throughout the year the seminar examines more broadly the therapist’s role, values and experience, incorporating multicultural theories with practices in the treatment process.
  • Outreach and Consultation:  (weekly for Fall semester). This seminar focuses on the philosophy and techniques of outreach and consultation. The seminar centers the application of social justice principles in outreach and consultation to address the mental health needs of underserved students. Seminars focus on critical exploration and discussion, tailored readings, and practice applying outreach and consultation skills. Topics include outreach and prevention models, accessibility and equity issues, responding to difficult situations, needs assessment and program evaluation, and innovative outreach programming. Seminar time is also reserved for special topics chosen by trainees to practice applying outreach and consultation skills. Interns also receive guidance and support in the development of their specialty projects.
  • Professional Issues: (approximately two times per month for ten months). A series of presentations and discussions relating to both theoretical and applied aspects of clinical work is led by clinical staff, postdoctoral fellows, and outside experts; interns, externs, and postdoctoral fellows attend, and staff have the option to attend. Multicultural issues with different populations, empirically supported therapies, integration of theory, ethical and legal dimensions of practice, and future professional directions are examples of the topics presented. While Center staff and outside experts present most of the topics, a major learning experience for interns is the requirement that each lead a session of the seminar to address a relevant clinical subject of their own choosing.  The intern thereby has the opportunity to develop more expertise in presenting a professional topic with the integration of research and to prepare for subsequent post-doctoral or employment interviews, in which such a presentation may be necessary.

Other Training Activities

  • Administration  (variable). All interns participate in application review for the externship and internship searches, and  serve on either the Intern or Extern Selection committee for interviewing and selecting the following year’s interns and/or externs. At times, there are other opportunities to serve on Counseling Center committees that deal with organizational matters, such as preparation for accreditation review or the Multicultural Staff Meeting Committee, in order to provide experience in the management and decision-making processes of an educational and mental health agency.
  • Initial Consultation Review (ICR) Meeting:  All staff and trainees are members of one of four ICR teams that occur weekly, where initial and crisis consultations are presented, challenges with treatment planning are discussed, and cases are assigned.
  • Intern Support Group:  Interns have a weekly scheduled support group meeting on Fridays at noon among themselves and without staff involvement. The meetings are encouraged as an opportunity for interns initially to better their relationships with each other and develop mutual support, as well as to subsequently discuss or process the internship experience or other areas of mutual interest.
  • Meeting with the Director of Training:  In order to promote regular and open communication with the interns, the Director for Training will meet with the interns biweekly.
  • Multicultural Staff Meeting:  Approximately once per semester, the staff will gather together for an extended multicultural staff meeting. These dates will be circulated in advance, and everyone is expected to cancel clients and other commitments in order to attend.

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NASP: The National Association of School Psychologists

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Introducing The School Psychology Internship Toolkit, a publication of the Graduate Student Committee and Early Career Committee.

This comprehensive toolkit is free and exclusively available to NASP members. Walk through every step of the internship process, from the initial research phase through the successful completion of your internship so you can maximize the training experience, meet necessary requirements for credentialing, and feel confident as you make the transition to early career. Plus, get access to nine worksheet templates and examples.

This toolkit will help you:

  • Understand internship standards and guidelines so you don’t miss important criteria,
  • identify your internship goals and preferences as you begin the search process,
  • Create a strong internship application,
  • Feel more confident going into interviews and reflecting on the experience,
  • Make the best choice among multiple internship offers,
  • Navigate supervision and workplace culture, and
  • Set short-term and long-term goals for yourself.

The toolkit also contains a section on internship pathways specific to doctoral students, with a comprehensive review of the APPIC internship application and suggested timeline for managing that process.

psychology internship activities

Download a PDF of the internship toolkit and view filled-in examples of the included worksheets. Scroll seamlessly through the toolkit on your device or print specific sections most relevant right now.

psychology internship activities

Download a Word document with the nine worksheet templates to help you get started on your internship journey. Print or type directly in the templates.

The Toolkit

psychology internship activities

Related Resources

Alternative Careers and Additional Training for School Psychologists This fact sheet describes alternative work settings that may be helpful to consider when choosing an internship or setting goals during your training.

Making the Most of Supervision: Guidance for Graduate Students This fact sheet provides a structure for facilitating meaningful supervisory experiences.

Graduate Student Fact Sheets View all fact sheets referenced in the toolkit as well as others to help you with all stages of your graduate training.

NCSP Eligibility Review the requirements for applying for the Nationally Certified School Psychologist credential upon completion of your internship and graduation from a NASP-approved or non-NASP-approved program.

Applying for the NCSP: Tips for Graduate Students This fact sheet reviews the requirements for the NCSP in more detail.

Q&A on Certification and Licensure in School Psychology Watch this webinar recording with NASP’s credentialing committee and a panel of experts to understand credentialing in school psychology more broadly.

Internship in Health Service Psychology section navigation

General internship experience (gie) tracks.

Comprised of both the general and trauma tracks, the general internship experience (GIE) is designed to provide broad training in the practice of professional psychology.  Interns gain experience in diagnostic assessment and the application of intervention modalities for a range of behavioral health concerns and psychological disorders. Emphasis is placed on applying theoretical and empirical knowledge to understanding and addressing complex real-world clinical problems and conditions.

General Track

Based primarily at Grady Health System (GHS), the general track supports 3 interns per year and is comprised of three 4-month rotations in the areas of adult psychology, child/youth psychology, and clinical elective training.  Each intern begins the year in one of these three general areas and rotates through the remaining areas through the course of the internship year. Within each of the three rotations, interns conduct clinical activities across a range of service settings under the supervision of faculty in each setting. 

Adult Rotation

The adult rotation provides experiences in psychodiagnostic interviewing, psychological testing, psychotherapy, crisis management, and case management across the developmental spectrum of adulthood. Interns on the adult rotation spend time working in each of the following GHS settings: Nia Project, Integrated Behavioral Health Service, Crisis Intervention Service, Inpatient Psychiatric Service, and Behavioral Health Outpatient Center.   

The Nia Project is an outpatient program that provides culturally responsive clinical services and resources for primarily women clients who have experienced trauma, particularly intimate partner violence, and/or have a history of suicidality. Interns working in this setting conduct individual and group therapy guided by an integrative theoretical framework that incorporates interpersonal, cognitive-behavioral (including “third wave” approaches), mindfulness, existential/humanistic, attachment, and systems perspectives. A diverse array of group therapy training opportunities are available, including support groups (e.g., intimate partner violence, spirituality), process groups (e.g., interpersonal), and evidence-based group interventions (e.g., Dialectical Behavior Therapy, Seeking Safety, Skills Training for Affect Regulation, Acceptance and Commitment Therapy).  Interns also have the opportunity to gain experience using an evidence-based meditation intervention, Cognitively-Based Compassion Training, which was developed at the Emory Center for Contemplative Science and Compassion-Based Ethics.  Interns attend weekly clinical team meetings and have opportunities to participate in clinical research endeavors.

The Integrated Behavioral Health Service provides an opportunity for interns to work as behavioral health providers embedded within an interdisciplinary team in a primary care clinic setting. Working within a stepped care model, interns conduct brief assessments/screenings and brief interventions to address a variety of behavioral health concerns. Additionally, interns offer consultation to the primary care team regarding the implementation of behavioral interventions to encourage health-promoting behavior and adherence to medical treatment.

A 24-hour psychiatric observation service, the Crisis Intervention Service receives patients directly from the Grady Memorial Hospital Emergency Department who are presenting with a range of acute psychiatric conditions and require crisis stabilization and/or are awaiting disposition to inpatient psychiatric hospitalization. Interns provide brief group interventions in this setting focusing on crisis stabilization and management of acute psychiatric symptoms.

On the Inpatient Psychiatric Service , which houses a 24-bed acute care psychiatric treatment program, interns provide skills-based psychotherapy groups (e.g., coping skills, stress management) for adult patients presenting with a range of disorders, including severe mood disorders, psychotic disorders, and personality disorders. Interns also participate in weekly “talk rounds” in which a psychologist supervisor conducts a live patient interview followed by a discussion of diagnostic and treatment considerations. 

Interns gain experience conducting adult psychological testing in both inpatient and outpatient settings, including on the Inpatient Psychiatric Service and at the Behavioral Health Outpatient Center , which is an outpatient community-based behavioral health clinic, or at the Nia Project . Assessment batteries are individually tailored to meet the referral questions, and thus there is not a “standard battery” that is used. Typical questions center on cognitive and personality functioning, along with differential diagnosis. In their adult testing work, interns gain experience in conducting clinical interviews, test administration, test interpretation, report-writing, and feedback of test results.

Youth/Child Rotation

The youth/child rotation provides experiences in developmentally tailored assessment, psychotherapy, and consultation. Interns on this rotation work primarily with adolescent and young adult clients, though school-age and younger children may be seen as part of the pediatric medical inpatient pain consultation portion of the rotation. Interns on the youth/child rotation spend time in the following GHS service settings: Pediatric HIV Program , Action in Recovery Program , and Behavioral Health Outpatient Center . Interns also spend time at the Children’s Healthcare of Atlanta Egleston Hospital Campus (CHOA at Egleston) .

At the Pediatric HIV Program , interns participate as members of an interdisciplinary team and provide psychological services for primarily adolescents and young adults in an outpatient pediatric primary care clinic specializing in care for youth living with HIV and their families. Interns offer psychotherapy services, serve as consultants to the medical staff regarding behavioral diagnosis and management, and make recommendations for follow-up care. Interns also conduct formal psychological assessments, including the administration, scoring and interpretation of test batteries that may include measures of cognitive abilities, achievement, and personality functioning. As part of the testing experience, interns write interpretive reports, give feedback to parents and the referring medical provider, and make recommendations that may involve consultation and coordination with schools and/or other agencies. 

The Action in Recovery Program is an outpatient psychosocial rehabilitation program focusing on consumer empowerment, successful community reintegration, and relapse and re-hospitalization prevention. Interns provide individual and group psychotherapy services for a late adolescent and young adult clientele between the ages of 18 and 25 who are living with serious mental health conditions, with the most common diagnoses being schizophrenia spectrum disorders, major depression, and bipolar disorder. Interns also gain experience in consultation with the treatment team and other mental health providers.

Interns working in the Behavioral Health Outpatient Center provide diagnostic interview evaluations of adult patients seeking behavioral health services. Presenting concerns range along a continuum of clinical severity from adjustment disorders to severe mood and psychotic spectrum disorders.

At CHOA at Egleston , interns provide pain management consultation for children and adolescents in an inpatient pediatric medical setting.  Related concerns, such as depressive and anxiety symptoms, may also be addressed as part of this work. Patients may be hospitalized for a variety of reasons, including elective surgery (e.g., spinal fusion), physical trauma (e.g., motor vehicle accident), or a range of chronic conditions (e.g., Crohn’s disease, lupus, juvenile idiopathic arthritis, migraines). Interns evaluate contributing factors to pain (e.g., anxiety) as well as provide intervention primarily through teaching biobehavioral strategies for managing pain (e.g., diaphragmatic breathing, guided imagery, distraction). Interns also are consultants and liaisons to interprofessional colleagues within the medical setting (e.g., physicians, nurse practitioners, social workers, nurses) and serve as part of an interdisciplinary pain team that includes a physician and nurse practitioner.

Elective Rotation

The elective rotation is designed primarily to give interns a chance to pursue clinical training experiences in which they have a special interest. Where applicable, it also provides opportunities for interns to obtain additional supervised experience in clinical areas and/or profession-wide competency domains that may require additional development. It is comprised of both elective time in clinical settings selected by the intern and required time working in the GHS Behavioral Health Outpatient Center , where interns provide diagnostic interviews, brief psychotherapy, and consultation with interdisciplinary behavioral health staff. 

Approximately 16 hours per week is allocated to the elective portion of the rotation. Interns have the option to divide these hours into major and minor elective experiences so that they may participate in more than one elective activity during the rotation. Interns may choose to spend their elective time in one of the youth/child or adult clinical service areas that are part of the required rotations or develop an elective experience outside of the required rotations based on individual clinical or research interests.  Examples of elective experiences include but are not restricted to the following:

  • Administration
  • Behavioral Health/Primary Care Integration
  • Clinical Research
  • Consultation Liaison
  • Adult and Pediatric HIV
  • Family/Couple Therapy
  • Family Violence (NIA Project) 
  • Forensic Evaluation
  • Group Therapy
  • Neuropsychology
  • Psychodynamic Psychotherapy

Trauma Track

The trauma track, based primarily at Grady Health System (GHS), supports 1 intern per year. Interns complete a year-long trauma major rotation experience and minor rotations that include adult psychological testing and elective experiences. 

Trauma Major Rotation

The trauma major rotation emphasizes training experiences in trauma- and stress-focused clinical work. The rotation settings include the GHS Nia Project and the Emory Needlestick Prevention Center .  

The Nia Project , an outpatient program that primarily serves women with histories of trauma  (particularly interpersonal violence) and/or suicidality, is a major training site for trauma track interns. Psychotherapy services are guided by a culturally informed integrative theoretical model that incorporates interpersonal, cognitive-behavioral (including “third wave” approaches), mindfulness, existential/humanistic, attachment-oriented, and systemic-based perspectives.  Interns gain experience on an interdisciplinary team providing crisis risk evaluations, therapeutic case management services, interview-based assessments, and trauma-focused individual and group therapy.  Group therapy training experiences are diverse and include co-facilitating support groups (e.g., intimate partner violence, spirituality), evidence-based therapy groups (e.g., Acceptance and Commitment Therapy, Dialectical Behavioral Therapy, Seeking Safety, Skills Training for Affect Regulation), and process groups (e.g., interpersonal). Interns also have the opportunity to gain experience using an evidence-based meditation intervention, Cognitively-Based Compassion Training, which was developed at the Emory Center for Contemplative Science and Compassion-Based Ethics.

While the trauma track major rotation is structured as a primarily clinical training experience, given that the Nia Project is a clinical research program, the trauma track intern is expected to participate in supervised research activities. These may include the preparation of scholarly clinical research presentations and manuscripts for publication, and participation in the development and authorship of clinical research grant proposals. As part of their training year, the trauma track intern also gains hands-on supervised experience in working as part of a collaborative team on activities pertaining to developing, implementing, managing, evaluating, and sustaining trauma-focused clinical programs in a research setting.

The Emory Needlestick Prevention Center , operating under the auspices of the Department of Medicine's Division of Infectious Diseases, provides consultation services to health care workers throughout the entire Emory Healthcare system and affiliated hospitals who experience blood/body fluid exposures through needlesticks and other means. Interns coordinate and implement intervention programs for health care workers. Specific responsibilities include assessing the exposure-related stress/mental health status of all individuals exposed to bodily fluids or contaminated hospital equipment, providing psychotherapy as needed, and serving as a psychological consultant to an interdisciplinary team.

Minor Rotations

Interns on the trauma track complete both adult psychological testing and elective minor rotations. The testing experience is set in both inpatient and outpatient behavioral health programs at GHS while the elective setting varies in accordance with intern training interests, though typically occurs at GHS clinical sites.

Intern responsibilities for the testing minor rotation involve administering individually tailored assessment batteries in accordance with specified referral questions, and thus there is not a “standard battery” that is used. Typical referral questions center on cognitive and personality functioning, along with differential diagnosis. Interns conduct clinical interviews, test administration, test interpretation, report-writing, and feedback based on testing results.

On the elective portion of the minor rotation, trauma track interns can select a training area of interest where they spend one-half day per week. This elective experience generally follows a 4-month rotation structure so that interns complete 3 clinical elective activities for 4 months each.  However, there is flexibility such that interns wishing greater immersion in particular elective areas may be permitted to complete 2 training activities of 6 months duration each. Elective experience options are consistent with those available to the general track interns listed in the above section describing the general track elective rotation.

Additional Training Experiences

Psychotherapy.

Along with rotation-specific psychotherapy experiences, all GIE interns (general and trauma tracks) carry one required long-term adult psychotherapy case in one of the GHS outpatient psychiatry programs (typically at the Behavioral Health Outpatient Center ) for the internship year.  A range of psychological disorders are represented among these cases, examples of which are mood disorders, anxiety disorders, traumatic stress disorders, psychotic spectrum disorders, and personality disorders. Interns receive weekly long-term psychotherapy supervision conducted in a group format.

GIE interns also participate in a required Family Therapy Case Conference, which is a 6-month weekly training experience involving live supervision of systemically based family therapy. Interns can participate as part of a family therapy co-therapy team with immediate supervisory feedback and discussion and/or observe via live video feed.

Elective psychotherapy mini-rotations are also offered for interns who are interested in gaining experience with a specific evidence-based psychotherapy modality. These optional psychotherapy training experiences typically involve a time commitment of 2 ½ hours per week (including psychotherapy provision and didactic instruction/supervision) for up to 6 months. Psychotherapy modalities currently offered through the mini-elective include Acceptance and Commitment Therapy, the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders, and Time-Limited Dynamic Psychotherapy.

Training in the Provision of Clinical Supervision

All GIE interns gain experience in providing clinical supervision of junior trainees during the internship year. Supervisees typically are psychology graduate students who are enrolled in intervention practicum experiences at Grady Health System. General track interns supervise practicum students on the Crisis Intervention Service and the Inpatient Psychiatric Service during the adult rotation and in the Action in Recovery Program during the youth/child rotation. Trauma track interns provide clinical supervision of practicum students in the Nia Project setting. These training experiences are overseen by faculty who provide supervision on the supervisory process. Additionally, during the first part of the internship year interns participate in a faculty-led supervision of supervision training group.

Professional Mentoring

Professional mentoring of interns by faculty is incorporated as a formal element of the training experience for interns. Each GIE intern is matched with a core internship faculty member who serves as a mentoring resource during the training year. The purpose of the mentoring experience is to provide opportunities for interns to explore and discuss aspects of professional development, examples of which include the internship experience, work-life balance, navigating the process of applying for postdoctoral residency training, and career-related professional trajectory issues.

Training Modalities

Supervision of experiential learning activities.

The extensive supervision provided during the internship year is a major strength of the training program.  Interns have at least one supervisor for each service setting on a given rotation and receive a minimum of 4 hours of supervision per week, though the number of weekly supervisory hours typically exceed this amount. The format for supervision varies with the setting, the supervisor, and the specific training needs of a given intern. At the beginning of each rotation, interns meet with their supervisor(s) to discuss clinical responsibilities and supervisor/intern expectations and training goals. Interns receive feedback on performance during weekly supervision sessions. At the conclusion of each rotation, interns receive written feedback on their performance. If competency areas requiring strengthening are noted, the supervisor and intern jointly develop a plan for addressing them. Interns also complete written evaluations of their supervisors.

Supervision modalities are varied, and may include individual or group supervision, review of process notes, use of audio or video recording, live supervision and/or co-therapy.  Direct observation is a part of all supervised work. In addition to its focus on clinical skill development, supervision also emphasizes consideration of contextual, cultural, and relational factors as they pertain to clinical practice. Supervision may also include a person of the psychotherapist focus on addressing the trainees’ personal and professional reactions to their patients in order to facilitate an understanding of how these factors may influence clinical encounters with patients. Consistent with a developmental framework for internship training, supervision typically progresses over the course of the training year from a more didactic focus on specific clinical skill building processes to supporting the professional autonomy and increasingly independent clinical decision-making of interns.

Didactic Experience

Consistent with the generalist training philosophy of the internship program, interns across all tracks attend a weekly Psychology Intern Core Seminar.  Interns also attend select Department of Psychiatry & Behavioral Sciences Grand Rounds, which include lectures by national and international leaders in the field.  Additionally, the Department of Psychiatry & Behavioral Sciences offers 4 (or more) 3-hour continuing education programs for practicing psychologists in the Atlanta region per academic year. All GIE interns are required to attend these continuing education programs.

Clinical Research Opportunities

Attention is given throughout the training year to ensuring that interns gain competency in research-informed practice across their clinical training rotations, including the ability to evaluate and disseminate independently research or other scholarly activities. Additionally, clinical research training opportunities under the mentorship of a faculty member are available for interns interested in pursuing them. For example, interns can opt to pursue supervised clinical research activities as part of the elective rotation. While research work is not a requirement for general track interns, as previously noted, interns on the trauma track are expected to engage in supervised clinical research activities as a component of their training experience.  

Doctoral Internship Program

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The OSU academic schedule begins classes the last week in September which allows interns the opportunity to spend the first four or five weeks becoming oriented toward the university, CAPS, and the training program. Many of our seminars begin early and offer specialized intensive training in selected areas during this orientation period.

The didactic component of our training program utilizes the science of psychology to inform current psychological practice. The goals of these seminars include providing interns with advanced didactic information, facilitating at times "difficult dialogues" and preparing interns for challenges that they may encounter in the future of the profession. Due to our developmental approach, we strive to tailor this seminar to the needs of the current intern class.

Throughout the year, interns participate in training seminars, or related activities, for an average of four hours per week. Many of the seminar topics require readings and most of the presenters provide resources and recommendations for further information.

Professional Issues/Professional Development Seminar

This year-long, seminar addresses a wide range of professional issues intended to facilitate entry into the profession of psychology. Common areas addressed include specific clinical issues or special populations, theory, and treatment approaches including evidence-based treatments, job search strategies, and reviewing new developments in the field. Guest speakers may be invited to this seminar. The professional issues seminar includes modules in career development and outreach/prevention.  Ethics and state laws are woven through the seminar and all aspects of training.  Each intern facilitates a discussion of an ethical dilemma and chooses to present relevant professional literature in the fall, winter, or spring term.

Career Module

Objectives include 1) being able to evaluate one’s career journey to date at the entry of internship along with significant milestones and their influence on career decision making, 2) being able to articulate the cultural differences between university counseling centers, private practice, faculty roles, and community mental health to effectively determine, formulate, and search post-internships, 3) being able to use technology and print media to effectively determine, formulate, and implement a job search post-internship and 4) managing self-care. 

Mental Health Promotion Module

The primary goals of this seminar are to 1) inform seminar participants about the public health model and best practice development in mental health promotion; 2) collaborate with CAPS Assistant Director of Mental Health Promotion and external partners to design and facilitate a project that is in line with the mission and priorities of CAPS, and 3) reflect on lessons learned in the process and identify ways that CAPS can utilize the project after the intern's completion of the program. Seminar participants' projects will be guided by the public health model, health behavior theories, and the social-ecological model. 

Diversity Seminar

This seminar provides advanced-level discourse about issues of diversity.  Interns are engaged in the exploration of a multicultural context for counseling. This is accomplished through personal reflection and assignments, readings, experiential exercises, group discussions, and the application of concepts to a case presentation. The seminar is built on a three-part training model for cultural competence that includes: awareness, knowledge, and skills. The first competence is the therapist's awareness of their own assumptions, values, and biases. The second competence is a working knowledge and understanding of a client's worldview. The third competence is the skill of intervening in a culturally relevant manner.   

Group Therapy Seminar

This seminar focuses on establishing a comfort level and proficiency in all aspects of facilitating groups including identifying what groups are needed at a counseling center, the referral and pre-screening process, co-leadership, multicultural sensitivity in groups, and dynamics involved in co-facilitating groups. The seminar provides didactic and experiential learning as well as supervision for groups that interns are co-leading. 

Supervision of Supervision

Our interns are trained in supervision skills and participate in weekly supervision of supervision. The supervisory relationship between the practicum student and the intern will begin in the winter term and continue throughout the spring term. The intern will provide weekly supervision of the practicum student and review practicum therapy tapes. Practicum students are drawn from several regional programs and are selected through a competitive process. Their didactic training will largely occur in their home academic programs.

Professional Development / Dissertation Time

Interns have up to five (5) days per year allotted for professional development activities. These may be used for attending conferences or workshops outside of the office, going on job interviews, or attending dissertation defense or commencement. Interns are not required to be on-site or in the agency during these hours.

Interns can devote up to 80 hours of dissertation time per training year if indicated.

Intern Peer Support

Interns will have one hour every other week for meeting informally as a group. This time can be used for getting to know one another on a deeper level, giving and receiving support, talking about the internship experience, doing some "reality testing" with one another, dealing with conflict, and developing a sense of cohesion as a group. Additionally, every other week interns meet with the Training Director as a way to "check-in" on the internship year to date.

Doctoral Internship in Health Service Psychology

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Contact Info

CAPS Hours & Location Monday - Friday, 8:00am - 5:00pm

500 Snell Hall | 541-737-2131 Fax: 541-737-2518 [email protected]

Information about making your first appointment

Links to external sites from this website are provided for your information, and do not represent an endorsement of Oregon State University.

                

The Summer Cohort Early Application Deadline is February 18, 2024.  

Click here to apply.

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11 Psychology Internships for High School Students

Are you in high school and looking to complete an internship in psychology or other related fields? Check out this curated list below of opportunities from across the country!

Participating in an internship can offer valuable exposure and opportunities that set you up for success both in college and for future employment, bridging the gap between the classroom and real-world experience . Below are 11 psychology internships to consider, some of which are offered in the summer and others during the school year. The programs cover fields of psychology –spanning policy to research and communications – all of which can help set you up for future professional success in any related career.

Note that while some entries in this list aren’t marketed as internships, they follow a similar structure to traditional internships.

You can also check out our blogs on psychology research opportunities and some great research ideas in psychology .

1. Ladder Internships - Psychology Track

Cost : $1490 (Financial Aid Available)

Location: Remote! You can work from anywhere in the world.

Application Deadline: April 16 and May 14

Program Dates: 8 weeks, June to August

Eligibility: Students who can work for 15-20 hours/week, for 8-12 weeks. Open to high school students, undergraduates, and gap year students!

Ladder Internship is a selective program for high school students to work with start-ups.

Ladder Startups work in fields including UI/UX design, consumer research, market research, finance, environmental science and sustainability, business and marketing, healthcare and medicine, media and journalism, and more. You can explore all the options here on their application form .

As part of their internship, each student will work on a real-world project and present their work at the end of their internship. In addition to working closely with their manager from the startup, each intern will also work with a Ladder Coach throughout their internship - the Ladder Coach serves as a second mentor and a sounding board, guiding students through the internship and helping them navigate the startup environment. The virtual internship is usually 8 weeks long.

2. Inspiring Careers in Mental Health Internship for High School Students

Cost : None

Location: Dallas, Texas

Application Deadline : February 2024

Program Length : 2 weeks

Eligibility : Rising sophomores, juniors, and seniors in high school

The UT Southwestern Medical Center offers an internship program annually to demonstrate the range of careers available in mental health . Clinician-scientists, licensed social workers, psychiatrists, and neuropsychologists are among the many professionals who will offer interactive sessions to students in the program. It is a rigorous and intense program designed to prepare students well for professional careers. Students will need to complete readings before sessions and answer questions. Furthermore, students get to engage in psychology in settings ranging from hospitals to laboratories, as well as form mentoring relationships. Interested students must submit an application, in addition to two letters of recommendation, a recommendation from a guidance counselor, and a personal statement describing their motivations for participating in the internship. This opportunity will prepare students for any related career in the field of psychology, whether it be in a clinical setting or otherwise.

3. Internships at American Psychological Association (APA)

Cost: No cost

Location: Remote or Washington, D.C.

Application Deadline: Rolling, see the application portal for open opportunities

Program Length: Year-Round

Eligibility: High school student, specific details vary based on the internship

The American Psychological Association, known informally as APA, is a premiere scientific and professional organization that represents psychologists in the United States. Internships at APA are intended for students passionate about applying psychological knowledge for societal benefit , with positions ranging from policy to research, to communications and financial services. Both paid and unpaid internships are offered by the organization. Both require a cover letter, resume, and writing sample . An internship with APA is a great opportunity to foster a greater understanding of professional psychology at a prestigious and nationally-recognized organization.

4. SHTEM: Summer Internships for High Schoolers and Community College Students

Cost : Unpaid

Location: Stanford, California (Summer 2023 was virtual)

Application Deadline : March 2024

Program Length : Eight weeks

Eligibility : High school juniors

Offered by Stanford University, the SHTEM offers interdisciplinary internship opportunities in various fields, one of them being psychology! Over the course of a summer, students work directly alongside Stanford faculty and graduate students on a project that “transcends traditional disciplinary boundaries.” In this way, students can combine multiple passions, such as psychology and computer science, in an innovative and creative way! However, beyond the independent project, students will also collaborate with each other in a series of program-wide activities . This internship is a solid way to impress colleges by completing a project in collaboration with a prestigious university.

5. Child Mind Institute Youth Mental Health Academy

Cost : Paid

Location: Remote, Hybrid, and In-Person options available

Application Deadline : March-May 2024

Program Length : 14 months

Eligibility : Any high school student in California

The Child Mind Institute Program is a long-term internship program designed to promote career development throughout the lens of community. Over the course of the internship, students will first complete a paid project-based learning program in the summer, followed by workshops and activities throughout the second year. Then, participants complete a paid internship in a mental health-related field in the second summer, all the while receiving mentorship from early-career professionals. Eligible students must demonstrate a strong interest in mental health and be from a structurally marginalized community . This internship is a great way to demonstrate a long-term commitment in a leadership capacity, while embarking on a unique project in the field of psychology.

6. Barrow Neurological Institute

Cost : No cost, scholarships available

Location: Phoenix, Arizona

Program Length : Four weeks

Eligibility : At least 16 years of age, enrolled in high school full-time

The Barrow Neurological Institute is the world’s largest neurological disease treatment and research institution , regarded as one of the best in the United States. The Summer High School Internship Program is a research-oriented one that allows high school volunteers to participate in hands-on lab work with cutting-edge technology. Students will be educated on advanced scientific techniques, as well as how to evaluate scientific literature and develop communication skills, among other components . Participants work directly under Barrow specialist for the summer, working 20-40 hours per week. This is truly a unique opportunity to take advantage of that provides students with hands-on experience in various fields of psychology and neuroscience.

7. Psychological Science & Society

Cost : Ranging from $7,000-10,000, depending on commuter vs residential status

Location: Los Angeles, CA

Application Deadline : May 2024 for domestic students, March 2024 for international students

Eligibility : Rising 10th-12th grade students

The University of Southern California offers a psychology program as one of its pre-college programs. While this is strictly not a traditional internship, over four weeks, students learn the fundamentals of being a psychological scientist, and even get to conduct their own independent projects. There are daily activities in class and students get exposure to a variety of career paths and opportunities to pursue more research in the clinical and social sciences. The range of topics of study are quite interesting! Social media and mental health, games, narcotics, and happiness are some of the many topics of study that students will undertake.

8. Psychology Institute at Wake Forest University

Cost : $3,000

Location: Winston-Salem, North Carolina or online

Application Deadline : TBA

Program Length : One week

Eligibility : All high school students

The Psychology Institute is a week-long program that combines university-level learning with hands-on experiences . At Wake Forest, students will have the opportunity to dive deep into the academic world of psychology with the guidance of industry professionals and esteemed faculty from the university. It is an intensive, overnight program where students can conduct observational studies, participate in brain dissections, and present research findings, among other things. Overall, this is another unique avenue for gaining more exposure to the field of psychology at an advanced level that is sure to prove useful for any career in psychology or neuroscience.

9. The Science of Psychology

Cost : Varies for residential/commuter students, ranging from $7,000-$13,000

Location: New York City, NY

Application Deadline : TBA, more information here

Program Length : Three weeks, two sessions offered per summer

Eligibility : Current highschool students, domestic or international

Residential options only available for students aged 16 or older

Columbia University, located in the heart of New York City, offers a three-week immersive experience intended to introduce students to the fundamental concepts of psychology: the science of the mind and behavior. In the program, students will learn from esteemed instructors in clinical as well as social psychology. The biological bases of behavior, learning and memory, sensation and perception, cognitive development, language acquisition, personality, and social influences on behavior are among the many topics covered in the program on Columbia’s campus. This is part of Columbia’s Pre-College Summer Immersion Programs. Interested students should demonstrate high intellectual curiosity and an eagerness to contribute original ideas to the cohort.

10. Intramural Research Program

Location: Baltimore, Maryland

Program Length : Eight- Ten weeks

Eligibility : Current junior or senior high school student

The Intramural Research Program is offered by the National Institute on Drug Abuse (NIDA) on the Johns Hopkins Bayview Campus. It is an interdisciplinary opportunity for students interested in learning more about drug abuse and its impacts on mental health and human psychology. As a branch of the National Institute for Health, this is a popular program that can serve as a stepping stone for students interested in conducting research in psychology. Students from marginalized backgrounds are especially encouraged to apply for this paid opportunity, where you can meet new students and develop meaningful relationships.

11. Camp Psych at Gettysburg College

Cost : Tuition TBD

Location: Gettysburg, PA

Application Deadline : Rolling until camp is full, see their website for updated information

Program Length : Roughly seven weeks

Eligibility : High school sophomores, juniors, and seniors

Offered by Gettysburg College , this camp offers hands-on experience both in a practical setting, as well as in research, to offer insight into how psychological science works. Over the course of the whole summer, students will gain extensive experience in applying learned concepts to real-world dilemmas. The program is run by knowledgeable professionals and professors in psychology from universities like Columbia University. Past alumni of the program have remarked with gratitude that this program solidified their decision to pursue a career in psychology, as well as motivated them to expand their network with like-minded students across the country. There is sure to be something of benefit for any scholar to take away from the program!

If you are interested in doing university-level research in psychology, then you could also consider applying to the Lumiere Research Scholar Program , a selective online high school program for high school students. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here.

Aisha is a student at Princeton University, studying Anthropology and Global Health. On campus, she is involved with student groups centered around health equity and cultural affinity. In her free time, she enjoys podcasting, learning languages, and trying new recipes.

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Psychology Activities

Additional Navigation

The events on this list are approved Psychology Activities for all psychology classes. One activity may be credited to several classes. For activities not listed here, please obtain approval from your professor before attending. Below is the psychology activity form that can be used to report all of your psychology activities.

  • Psychology Activity Report (docx)

PSYC Activity Approval

Psychology activities must be approved by the department. Please email the Department of Psychology , if you are interested in having an activity considered for approval. All requests for psychology activities must be submitted in writing at least fourteen days before the event to be reviewed. Submission of an event does not assume approval.

Participate in Research for Psychology Activities

The Influence of Texting on Perceived Warmth: The Role of Punctuation and Emoji

Dear Liberty University Students,

As a student in the Psychology Department at Liberty University, I am conducting research for my honors thesis. The purpose of my research is to investigate the relationship between variations in texting phrases and perceived warmth of the texting phrases, and I am writing to invite you to join my study.

Participants must be 18 years of age or older and a residential undergraduate psychology student at Liberty University. Participants will be asked to take an anonymous, online survey. It should take approximately 8 minutes to complete the procedures listed. Participation will be completely anonymous, and no personal, identifying information will be collected.

To participate, please click here to complete the survey.

A study information sheet is provided as the first page of this survey. The document contains additional information about my research.

Because participation is anonymous, you do not need to sign and return the study information sheet. After you have read the form, please click the button to proceed to the survey. Doing so will indicate that you have read the information and would like to take part in the study.

Elizabeth Mathews

Undergraduate Honors Student

[email protected]

Feelings of Loneliness as a Predictor for the Type of Social Media Use in College Students: Mixed Methods Study

As a graduate student in the School of Behavioral Sciences at Liberty University, I am conducting research to better understand how loneliness is associated with different types of social media use and how our bodies may react to this.

Participants must be 18 years of age or older and enrolled in a residential course in the Psychology Department.

Participants, if willing, will be asked to complete an online questionnaire, submit a screenshot showing their time spent on social media, and measure their skin response levels and heart rate variability. It should take approximately 30 minutes to complete the procedures listed. After completing these procedures, you will be invited to take part in a qualitative structured interview. The interview will take about 15 minutes of your time. Names and other identifying information will be requested as part of this study, but the information will remain confidential.

To participate and schedule the screening session, please contact me via email.

The consent will be provided to you at the beginning of the survey. Because the participation is anonymous you do not need to sign and return the consent form unless you would prefer to do so.

Andrei Sigunov

Graduate Student

[email protected]

Grace, Relational Resilience, and the Role of Divine Forgiveness.

As a student in the Psychology Department at Liberty University, I am conducting research as part of the requirements for the Honors Program. The purpose of my research is to examine how an understanding and internalization of forgiveness from God and His grace allows people to have resilience in their relationships. I am writing to invite you to join my study.

Participants must be 18 years of age or older, and a residential undergraduate student at Liberty University taking a psychology course. Participants will be asked to take an anonymous, online survey. It should take approximately 40-50 minutes to complete the procedures listed. Participation will be completely anonymous, and no personal, identifying information will be collected.

To participate, please complete the study survey .

An information sheet is provided as the first page of the survey. The information sheet contains additional information about my research. Because participation is anonymous, you do not need to sign and return the information sheet. After you have read the information sheet, please click the button to proceed to the survey. Doing so will indicate that you have read the information sheet and would like to take part in the study.

Participants can receive 1 Psychology Activity credit.

Bethanie Dodd Undergraduate Honors Student [email protected]

The Relationship Between Social Media Use, Mindfulness, and Loneliness in College Students

As students in the School of Behavioral Sciences at Liberty University, we are conducting research to better understand the relationship between social media use, loneliness, and mindfulness. The purpose of my research is to see if there is a positive relationship between social media usage and loneliness, if mindfulness mediates that relationship, and finally, if social media engagement moderates that mediator role, and I am writing to invite eligible participants to join my study.

Participants must be 18 years of age or older and a residential undergraduate student at Liberty University. Participants, if willing, will be asked to fill out an online survey and email their screen time usage for the past two complete weeks to [email protected]. It should take approximately ten minutes to complete the survey and approximately 5 minutes to email the screen time usage to the email address provided above. Names and other identifying information will be requested as part of this study, but the information will remain confidential.

To participate, please click here or follow the link below and complete the online survey.

An information sheet is provided as the first page of the survey. The information sheet contains additional information about my research.

Participants will be entered in a raffle to win one of multiple $10 gift cards or will receive a psychology activity credit.

Sincerely, Prof. Blake Fraser’s Daniels Team [email protected]

Impact of College Student’s Experiences on Connection and Well-Being

As a graduate student in the School of Behavioral Sciences at Liberty University, I am conducting research to examine how different experiences during the COVID-19 pandemic relate to current social connectedness and well-being in students.

Participants must be 18 years of age or older and currently enrolled in at least one residential or online psychology course offered by Liberty University.

Participants, if willing, will be asked to come to the Research Lab in Psychology Suite A (3020) on the third floor of DeMoss Hall and complete an online survey on the Qualtrics platform. It should take approximately 20-25 minutes to complete this online survey. Participation will be completely anonymous, and no personal, identifying information will be collected.

To participate, please click here to sign-up or email me at [email protected] .

If interested, you may also choose to participate in an interview, which should take approximately 20 minutes to complete. Names and other identifying information will be requested as part of participation in the interview, but the information will remain confidential.

If you choose to participate in the interview, a second consent document will be emailed to you before the time of the interview. The consent document contains additional information about my research. If you choose to participate, you will need to type your name and date the consent document and return it to me via email at the time of the interview.

After completing the study, participants will receive one (1) psychology activity credit for completing the survey and two (2) additional psychology activity credits for completing the interview.

Nicole Airesman

[email protected]

Academic Success Center Workshop – Memorization

  • Date: Tuesday, February 13th, 2024
  • Location: DH 1284
  • Time 6:30-7:30 p.m.
  • Faculty Advisor: Dan Berkenkemper
  • Description: This presentation discusses techniques for long-term retention and large-scale memorization. We will explain the importance of spaced repetition for long-term retention.  We will also discuss the Leitner System, a flashcard system that is often used in conjunction with spaced repetition for memorizing large amounts of information.

Managing Conflict in the Workplace: Presented by Psi Chi Honor Society

  • Date – Monday, February 19, 2024
  • Location – DH 4412
  • Time – 6:30-7:30 pm
  • Host – Psi Chi Honor Society
  • Description – In the workplace, conflict is inevitable. This event will discuss how conflict in the workplace is caused and what it looks like. We will also discuss what can be done to prevent conflict or resolve it once it exists using real-world examples. This activity will count for 1 PSYC Activity Credit

PSYC 499: Internship with Dr. Kevin Conner – PSYC Majors Only!

  • Date- Monday, February 26, 2024
  • Location – DH 4412
  • Time- 10:30-11:30 am
  • Host- Dr. Kevin Conner and CSER Team
  • Description- This event is to provide much needed information on the elusive internship that often catches students off guard. It is not your normal run of the mill registration process. As well, it is not something you just do at the last minute. We will discuss the application process, the deadlines, the course expectations, and the opportunities that students have had in their internship. This is much needed information for PSYCHOLOGY MAJORS only!

The Pathway to Forgiveness: by Jichan Kim, PhD

  • Date-  March 5, 2024
  • Location-  DH 4412
  • Time-  6:30-7:30 pm
  • Host-  Department of Psychology & CSER workers
  • Description- Christians understand the importance of forgiveness, but Christians are not necessarily better forgivers. In this talk, Dr. Kim will discuss the Process Model of Forgiveness, which is scientifically supported to show improvement in forgiveness and psychological well-being. Attendees will learn about what forgiveness is, how to go about forgiving (four phases), and what science has discovered about the effects of forgiveness on human well-being.

Need a Job or Internship?: Presented by Audra Kopp from The Career Center

  • Date- March 21, 2024
  • Location- DH 4412
  • Time- 6:30-7:30 pm
  • Host- CSER Student Worker team
  • Description- This presentation will cover the necessary steps it takes to land a top job or internship within the Behavioral Science Field. The highlights will cover exploring career paths, building a resume, networking with employers, and how LU Career Services can help with the entire searching process.

safeTALK – Suicide Alertness for Everyone

  • Date – March 25, 2024
  • Location –  DH 1184
  • Time – 6:00-9:30 pm – This is a 3 1/2 hour training and this training can only accommodate 30 participants. Email Dr. Conner as spots are limited.
  • Host – Dr. Kevin Conner
  • Description – Everyone can help prevent suicide. Being ready to help could save a life. Learn to reach out to someone thinking about suicide, overcome attitudes that act as barriers to help, talk openly about suicide, and connect with further support. Learn the 4-

Mental Health Effects of Pornography: Presented by Psi Chi Honor Society

  • Date – April 9, 2024
  • Description – As porn becomes increasingly normalized, education on its well-documented harms becomes increasingly important. This event seeks to provide individuals with the information and resources to make an informed decision regarding pornography by raising awareness on its harmful effects using science, facts, and personal accounts. This activity will count for 1 PSYC Activity Credit.

Criminal Minds Case Study: Presented by Club Psych

  • Date – April 11, 2024
  • Host – Club Psych
  • Description – Join Club Psych as we compete to solve criminal case study puzzles and learn more about criminal psychology along the way. Fastest correct answers will receive prizes, and we will collectively go over the final solutions!

“ Neurofeedback: Transforming Mental Health Paradigms through EEG-based Assessment and Treatment (and watching TV)

  • Date – April 16, 2024
  • Location – DeMoss 4412
  • Time: 6:30pm – 7:30pm
  • Host – Department of Psychology
  • Description – The whispering winds of change are rustling in the mental health world. As interest and understanding grows in the interconnected roles of brain function, behavior, and the emergence of negative symptoms, is it possible to reconceptualize psychopathology? Do we need to rethink broad, imprecise, diagnostic categories that flounder to describe with specificity and reliability? And can we assume this different way of thinking might produce alternative treatments that transcend coping with and covering up problem symptoms such that we might (and dare we say!) actually cure mental health disorders? The answer is Yes. This presentation will describe how QEEG neuroanalysis is able to conceptualize the nature and etiology of symptoms clearly and accurately, beyond DSM categories. It will then provide an overview of neurofeedback, including the role of neuroplasticity, mechanisms of change, practical applications and considerations for clinicians, and treatment efficacy. Discussion with Q&A as time permits.

Psychology Internship and Work-Study Panel

  • Date – April 18th, 2024
  • Description – Join Club Psych as we introduce a panel of local internship and work-study coordinators. Hear about local internship and work opportunities, and get the chance to ask questions for more information!

TheHighSchooler

8 Psychology Internships For High School Students

High school is a time when career exploration is at its peak. One often finds themselves at a crossroads deciding the way they will choose to take after all. But, that is only the beginning. The search for the perfect career is a long road to walk on.

Internships are a great way for high school students to get more insight into their choice of subject and career path. They provide hands-on experience and are called a miniature version of what one plans on doing in the future.

For a subject like psychology that requires medical assistance and inclination, such experiences are offered in the form of research-based programs and courses that offer in-depth knowledge and insight while also maintaining ethical conduct and client safety. 

Psychology is a deeply interesting and intriguing subject. With the increase in awareness as well as education, the scope of psychology is increasing at a fast pace. With the subsequent encouragement, psychology has therefore become a subject that intrigues young minds for exploration and insight.

This article delves into benefitting and resourceful courses, programs, and internships that not only add to one’s knowledge but also give a way of exploration through practical experience and on-field presence. 

Insightful psychology internships for high school students 

Psychology as a subject is developing at a quick pace. Being interested in the subject comes with a great deal of intrigue and excitement, but also with confusion due to the diverse fields that exist within the subject itself. Internships, therefore, serve as a great opportunity to gain an in-depth knowledge of the prospects of the subject along with designing the opportunities that align with the student’s career paths. Listed below are eight resourceful psychology internship opportunities for high school students :  

1. John Hopkins University Psychology and Brain Sciences Summer Pre-College Programs

The John Hopkins University Psychology and Brain Sciences Summer Pre-College Programs provide worthy and beneficial internships for high school students. These can be greatly helpful to provide the required knowledge and practical experience of the field.

It lets you dive into major topics like neuroscience, neurobiology, mental health interpretation, psychopathology, and a general psychological overview of the mind. This internship can be a great knowledge factor for a student to explore their potential and their choice of contribution to the field. 

2. NSLC on Psychology and Neuroscience

The National Student Leadership Conference, under its youth leadership program, offers psychology internships as a valuable source of learning to high school students. This internship can be a great opportunity to learn more about topics like child psychology and development, mental health framework, and even practical experience and knowledge of neuroscience through inclusive workshops.

Such internships encompass psychology games and activities providing students with the best on-site learning experience and practical implications of the subject of psychology, giving them an in-depth exploration of what it must be like working as a psychologist.

3. Child Mind Institute Youth Mental Health Academy

The Youth Mental Health Academy is a community-based leadership program. In this, the students can have a great experience learning about mental health practices, clinical psychology, and interventions, as well as the role and interrelation between psychology and media communications.

It not only offers knowledge and hands-on experience in the field but also encourages them to be inclusive in community involvement. This program fosters collaborative and interactive learning sessions which enable the students to identify their growth and development in the field of psychology objectively, getting an apt sense of what their future looks like.

4. Psychology Institute at Wake Forest University

The Wake Forest Institute offers this great internship opportunity to students from the ninth grade and up to the twelfth grade. The most fascinating part of this internship is that it includes hands-on experience in the dissection of the brain and discovering its parts while also assisting the respective team of psychologists and researchers on-site.

Through this internship, students can dive into learning about cognitive components like memory, perception, thinking, and learning, along with getting an insight into human emotions and their working. This program provides an educationally comprehensive experience of mental processes and intricate knowledge of their structural and functional operations. 

5. Introduction to Psychology: The Frontiers of Psychological Inquiry at Cornell University

The Psych 101 internship opportunity at Cornell University is a three-month-long, online-based internship program. Fully equipped with learning about all areas of psychology, this opportunity is a credential-based internship for high school students accompanied by other undergraduate and percentile students.

This is a great chance for students to get a deep insight into the historical perspective of psychology as well as its current development in the modern world. Not just that, it also covers all the major fields and components of psychology including creativity, emotions, learning, perception, cognition, and many more. 

6. Science Mentorship Institute: Neuroscience Mentorship Program

The neuroscience mentorship program is an opportunity for high school students to explore the field of neuroscience and neurological processes. This internship opportunity is a research-based program that will include weekly lectures and research-based assignments.

This can be a great learning experience for those looking to explore the fields of neuroscience, neurobiology, and neuropsychology. It can serve as an insightful and worthy program for high schoolers who find working on neurological aspects of the brain fascinating.

7. Columbia University Summer Immersion in the Science of Psychology

The Science of Psychology internship provided by Columbia University comes under their Summer Immersion Program. This is an opportunity for students to learn about many topics like biological bases of behavior, learning and memory, sensation and perception, cognitive development, language acquisition, personality, and social psychology .

It is a research-based experience for students to attend and learn from. This can not only serve as a highly resourceful and valuable learning opportunity but also a worthy and credential-based experience for the students. 

8. American Psychological Association Internship

The American Psychology Association is the most respected, regarded, and worthy psychological institution with notable work and contributions in the field. As the most relevant resource in the field of psychology, the association offers psychology internships at its headquarters organization. The internship program falls under their Vision of Transformation initiative and aims to provide insightful learning opportunities to students in the field of psychology.

In this internship program, the students can learn a great deal about the workings of the mind and go thoroughly through intricate psychological processes. They can also explore various fields of psychology, getting an insight into each one of their prospects and respective opportunities. 

Wrapping it up

High school years are crucial for students to explore potential career paths and fields. Psychology internships can act as a bridge between conceptual knowledge and practical experience. They also serve to provide much-needed exposure to work life and professionalism.

Adding to it, they deepen one’s knowledge of the subject and give a much clearer idea of how one’s mental and psychological framework sets in, helping one analyze what it is they want to do that may contribute to this field of work even more.

Psychology internships help foster necessary virtues like empathy, compassion, problem-solving, and good communication skills. These experiences encourage high school students to become more compassionate, well-rounded individuals with a clearer vision of their future.

psychology internship activities

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Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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COMMENTS

  1. Internships at APA

    Interns will have an opportunity to participate in a variety of activities within their office that will apply theoretical knowledge to practice and foster a better understanding of a workplace environment in professional psychology. Interns will report directly to their supervisor for daily tasks and support for overall learning objectives.

  2. How To Find A Psychology Internship

    Updated August 17, 2022 · 4 Min Read Benefits Finding an Internship Student Resources So, you're a psychology student and you want an internship. But how do you find a good internship when you study online? These psychology experts offer advice. Credit: Yoshiyoshi Hirokawa | DigitalVision | Getty Images

  3. Internships And Practicums

    What Will I Do for My Psychology Internship or Practicum? Practicums and internships for psychology majors vary depending on the employer, the school, and the level of coursework the student is completing. However, there are some components that all students in these positions can expect.

  4. Overview of Internship in Clinical Psychology

    As a generalist program, we are able to provide our interns with a wide range of training activities including intake work, diagnostic assessment, and group, individual, and family psychotherapy. Interns provide care for diverse patient populations including adults, adolescents, and children with a wide range of presenting problems.

  5. Psychology Internship: Training Activities

    Psychology Internship: Training Activities | Training Programs | Counseling and Student Development Center (CSDC) | UH Manoa Typical Weekly Schedule; Training Activities Training Activities Internship Training Components/Typical Weekly Schedule Direct Service (approximately 22 hours per week)

  6. Training Activities

    The primary foci of psychology interns' time at CAPS will be individual and group clinical work. Each intern schedules approximately 12-16 weekly client hours, co-leads one to two groups during any given quarter, and conducts two intakes per week.

  7. Internships and Activities

    To participate in a psychology internship, you must meet the following requirements: be a psychology major be a junior or a senior have a grade point average of 2.0 or higher have consent from a faculty member willing to sponsor your internship and complete any prerequisite courses. Internships can be paid or unpaid.

  8. A Guide to Psychology Internships

    Urgently hiring jobs View more jobs on Indeed What is a psychology internship? A psychology internship is an essential part of a psychology student's academic and professional career.

  9. Didactic Activities

    Interns participate in a year-long weekly (1) hour professional training seminar which combines clinical case presentations, didactic activities, scholarly inquiry, and ethical, legal, and clinical matters in the practice of professional psychology.

  10. Self-Actualizing the Psychology Internship Experience

    Internship is a critical developmental component of the training path for clinical psychologists. Internship should be an important personal and professional growth experience but often feels...

  11. Clinical Training Activities

    APA-Accredited Doctoral Internship in Health Service Psychology Clinical Training Activities Clinical Training Activities Individual Clinical Supervision Throughout the training year, doctoral interns receive 3 hours of weekly individual clinical caseload supervision from two supervisors.

  12. CMHC

    Weekly Intern Training and Service Activities The psychology internship training program at CMHC reflects a belief in a generalist training model that includes interns in the functions and service delivery areas common to university counseling center settings. The program is designed to promote each intern's personal and professional ...

  13. Internship Activities

    Supervision of Rotation:Weekly supervision of the intern's rotation activities is provided by a designated staff member for half an hour to one hour per week. ... APA Accredited Doctoral Internship Program in Health Service Psychology. Application Process; Goals of the Internship; Internship Activities; Trainee Evaluation Procedures;

  14. The School Psychology Internship Toolkit

    The School Psychology Internship Toolkit Introducing The School Psychology Internship Toolkit, a publication of the Graduate Student Committee and Early Career Committee. This comprehensive toolkit is free and exclusively available to NASP members.

  15. Psychology Internship Responsibilities

    Psychology Internship Responsibilities. To provide a wide array of experiences so that interns will be professionally "well rounded.". To foster each intern's professional growth. To provide appropriate feedback via supervision in order to help interns refine professional skills. To help interns clarify their plans in regard to securing ...

  16. General Internship Experience (GIE) Tracks

    Overview. Comprised of both the general and trauma tracks, the general internship experience (GIE) is designed to provide broad training in the practice of professional psychology. Interns gain experience in diagnostic assessment and the application of intervention modalities for a range of behavioral health concerns and psychological disorders.

  17. Training Activities

    The didactic component of our training program utilizes the science of psychology to inform current psychological practice. ... Due to our developmental approach, we strive to tailor this seminar to the needs of the current intern class. Throughout the year, interns participate in training seminars, or related activities, for an average of four ...

  18. Clinical Activities

    Brief description of the typical work day for an intern at this training site : Conducting initial consultations, intake assessments, individual therapy, group therapy, outreach, supervising a practicum student, receiving supervision and didactic training in a busy college mental health setting.

  19. 11 Psychology Internships for High School Students

    1. Ladder Internships - Psychology Track. Cost: $1490 (Financial Aid Available) Location: Remote! You can work from anywhere in the world. Application Deadline: April 16 and May 14. Program Dates: 8 weeks, June to August. Eligibility: Students who can work for 15-20 hours/week, for 8-12 weeks.

  20. Psychology Activities

    The events on this list are approved Psychology Activities for all psychology classes. One activity may be credited to several classes. ... Psychology Internship and Work-Study Panel. Date ...

  21. 8 Psychology Internships For High School Students

    Internships, therefore, serve as a great opportunity to gain an in-depth knowledge of the prospects of the subject along with designing the opportunities that align with the student's career paths. Listed below are eight resourceful psychology internship opportunities for high school students : 1. John Hopkins University Psychology and Brain ...