Dear Prospective Applicant,
I am pleased that you are considering Counseling and Psychological Services (CAPS) at the University of Pennsylvania (Penn) for your internship training. I hope that you will find this brochure helpful in your decision-making process. If you choose to apply to Penn, we follow all of the notification guidelines established by APPIC and our application deadline is November 1, 2019. If you have other questions, feel free to email me at email@example.com or call 215-898-7021.
We welcome applicants from all backgrounds, life experiences, and social identities. CAPS is committed to providing a welcoming and affirming environment for staff and clients. We recognize that historical power and privilege have marginalized and oppressed individuals of various identities and backgrounds, contributing to mental health difficulties and limiting access to care. We work to create an environment in which people who have experienced marginalization can be heard and seen. Personally and organizationally we are responsible for reducing barriers to care through enhancing our own cultural consciousness and humility. We do this through intentional engagement in difficult dialogues, advocating for policy change, discussing the impacts of marginalization and oppression, attending social justice events on campus and examining our own allocation of resources.
Cyndy Boyd, Ph.D.
Associate Director/Director of Training
University of Pennsylvania
Counseling and Psychological Services
Doctoral Internship in Health Service Psychology Brochure
The doctoral internship program at CAPS is accredited by the American Psychological Association (APA). The CoA can be contacted at the Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123. The program emphasizes learning through the integration of science and practice under close clinical supervision. Interns receive intensive training and experience in performing the central responsibilities of a psychologist in a multidisciplinary counseling center setting. These include: individual psychotherapy, group psychotherapy, diagnostic assessment through triage and intake interviews, crisis consultation, supervision of practicum students, and outreach and consultation.
In all of these endeavors we also strive to foster interns' growth in providing services to a diverse population through an emphasis on self-awareness, greater understanding of sociocultural contexts, and a focus on the role of culture in all areas of the interns' work. Professional identity development is also a priority, as interns evolve from experienced trainees toward independent practitioners over the course of the year. We aspire to train interns to become highly ethical and competent generalists who have acquired skills to intervene directly with clients in the role of clinician and in the campus community in the roles of consultant and advocate.
The University of Pennsylvania is a world-class university located in the heart of Philadelphia, which has a very vibrant mental health community with many training opportunities. Where possible, the internship draws upon the considerable resources of the university and the city to enhance the training program. For instance, we offer seminars led by experts from the community on assessment, brief therapy, anxiety disorders, substance abuse, sexual orientation, and gender identity.
Doctoral interns will receive training to achieve competency in the following areas:
- ethical and legal standards
- individual and cultural diversity
- professional values, attitudes, and behaviors
- communications and interpersonal skills
As a center whose senior staff is comprised of licensed psychologists, psychiatrists, and social workers, we value a multidisciplinary approach to training and service delivery. We aim to develop the interns' capacity to work collaboratively with psychology colleagues and professionals from other disciplines. The externship, social work, nurse practitioner, post-doctoral psychology, and psychiatry residency training programs at CAPS also contribute to the multidisciplinary learning environment. All members of the staff participate in interns' training through formal and informal supervision, team meeting collaboration, consultation, and seminars.
Clinical Practice with an Emphasis on Social Identities
The University of Pennsylvania is a culturally diverse institution, with students from all over the country and all over the world, representing a broad spectrum with regard to race, class, ethnicity, age, religion/spirituality, gender identity, sexual orientation, and ability. At CAPS, we are committed to training interns to integrate a multicultural perspective into all areas of their work. We facilitate this in a number of ways. First, interns have extensive experience consulting and collaborating with a culturally diverse group of professionals from a number of mental health disciplines through participation in a multidisciplinary treatment team. Second, awareness of the cultural identities of both therapist and client is integral to case discussions in individual and group supervision. Third, a multicultural perspective is infused into training seminars. In particular, interns participate in a variety of multicultural seminars throughout the year that highlight self-awareness, social identity, themes of privilege and oppression, and relevant knowledge and skills. Fourth, interns participate actively in the outreach program, where they design and conduct programs to reach both specific and highly diverse cultural groups on campus. Stemming from a social justice model, interns also choose a concentration in outreach. Each available concentration has been developed with the goal of intervening on the community level to make the campus community and/or services more inclusive and accessible to marginalized or underserved groups.
Integration of Science and Practice
We train our interns to take a scholarly approach to their clinical practice activities at CAPS. We strive to help them develop skills in applying clinical theory and empirical research to case conceptualization, treatment planning, and clinical interventions. In seminars, individual supervision, case group, and group supervision (of supervision) we incorporate readings and discussion of theoretical and empirical literature relevant to clinical practice in an outpatient setting. We hope to help interns continue to elaborate and expand upon their theoretical orientation to clinical practice. We also hope to increase their knowledge base regarding the scientific basis for a variety of treatments and practices in psychology.
Professional Identity Development
We view the internship as the capstone of the doctoral level psychologist's training. Therefore, we believe it is particularly important for interns to develop an appreciation of the professional role they will be adopting once their training is completed. We devote some of our intern seminars and intern meetings to discussions of professional issues for beginning psychologists such as, career development, job search, licensure requirements, continuing education opportunities, and work/life balance. Time is also spent discussing the evolving role of psychologists in society and psychologists' role in creating social change. Additionally, interns are afforded numerous opportunities to establish close working relationships with staff members from a wide variety of professional and theoretical backgrounds. Through their direct work with staff via collaboration and consultation across a wide range of professional services, interns have many opportunities to begin to develop an identity as a professional psychologist. We believe that the strong generalist skills they attain through our internship will enable them to become psychologists who are skilled in both community and individual levels of intervention and are prepared to work in university counseling centers as well as a multitude of other professional settings including, but not limited to: community mental health centers, academia, private practice, schools, and hospitals.
We strive to train interns who will become practitioners with the highest ethical standards. During the year, there are ethics seminars devoted to teaching interns about contemporary ethical issues, especially issues relevant to college counseling, but also more broadly to ethical decision-making. Ethical issues are also routinely discussed in individual and group supervision. Additionally, our staff clinicians are expected to conduct themselves in a highly ethically competent manner and to model this conduct for all of our trainees. At CAPS we particularly value the use of consultation and collaboration in ethical decision-making and interns have many opportunities to see this in action in multidisciplinary team meetings and formal and informal staff collaboration meetings.
We also believe that reflectivity is an integral part of being a counseling or clinical psychologist. Therefore, we encourage interns to develop self-awareness skills in a variety of ways in the course of the internship experience. Interns are encouraged in supervision and in seminars to explore their own identities, beliefs, and values and to better understand how their unique backgrounds shape their approach to their work and impact their interactions with clients. In addition, supervisors create a space where interns can share their reactions to their clients, supervisors, and supervisees. We hope to teach interns to use these reactions as an important source of data about themselves, their clients, their supervisees, and the therapeutic or supervision process. It is our belief that such dialogues will enhance their conceptualizations and treatment, as well as their supervisory relationships. Since we believe that self-reflection is essential to the supervisory process, interns will be explicitly invited, at times, to disclose personal information. Our supervisory staff is deeply invested in maintaining a safe, trusting, and supportive environment so that interns will feel comfortable with self-disclosure.
The full spectrum of diagnostic disorders is evident in our intake and regular caseload. The most frequent personal-social concerns as presented by clients are depression, low self-esteem, academic concerns, time management, stress reactions, and relationship conflicts. The University population is comprised of bright students, who come from very diverse ethnic, racial, geographic and socio-economic backgrounds. Other demographics describing the clinical population at CAPS are that approximately 65% are female, 50% are undergraduates, 30% are students of color and 10% are international students.
The University of Pennsylvania
The University of Pennsylvania is a privately endowed Ivy League institution founded by Benjamin Franklin in 1740. The University is comprised of four undergraduate schools and twelve graduate and professional schools and has a total of about 25,000 students. About 13% of the student body make use of our clinical services, another 30% have been in attendance at planned workshops led by CAPS staff. The University of Pennsylvania campus is conveniently located near Center City Philadelphia.
Philadelphia, one of the nation's largest cities, holds a wealth of history and culture for its residents. If your interests are the performing arts, Philadelphia is the home of the Philadelphia Orchestra and the Pennsylvania Ballet. In addition to the Festival of World Cinema held at nearby International House, the Annenberg Theatre, located on Penn's campus, is a respected addition to the city's dramatic arts. Philadelphia is the home of four professional teams: The Phillies, Eagles, 76ers, and the Flyers. Philadelphia's geographical location between New York City and Washington, DC makes it easily accessible to the New Jersey Shore as well as the Pocono Mountains.
Intern Time Committments and Workload Expectations
This is a 12-month internship. The intern's weekly schedule is approximately as follows:
1. Service Activities
- Individual Therapy (10-12 hours)
- Group Therapy (1.5 hours)
- Intake Assessment (2 hours)
- Outreach Programming and Consultation/Career Development Workshops (approximately 20 hours per semester)
- Supervision of Externs (1 hour)
- Drop-in Coverage (2 hours)
2. Training Activities
- Individual Supervision with Primary Supervisor (minimum 2 hours)
- Supervision of Group Therapy (1 hour)
- Supervision of Supervision (1.5 hours)
- Case Group (1.5 hours)
- Supervision of Outreach (1 hour biweekly)
- Multidisciplinary Clinical Team Meetings (1 hour weekly)
- Dissertation Support Group (1 hour biweekly)
- Intern Meeting with TD (1 hour, biweekly)
- Intern Support Lunch (1 hour)
- Professional Topics Seminar (1.5 hours)
- Group Therapy Seminar (1 hour)
- Outreach and Consultation Seminar (1 hour biweekly)
- Social Identity Exploration Seminar (75 minutes for 8 weeks)
- Social Justice Seminar (75 minutes for 12 weeks)
- Activism Seminar (90 minutes for 6 weeks)
3. Administrative/Professional Development Activities
- Staff Meeting/Staff Development (1 hour)
- Committee Membership (Outreach, Training, Eating Concerns, Sexual Trauma Treatment, or Wellness, 1 hour)
- Client Preparation and Record Keeping (4-5 hours)
Interns spend approximately 16 hours per week in training activities, which have been structured to be sequential, increasing in complexity, and supportive of interns' increasingly independent functioning. The training year begins with a three-week orientation as an extensive introduction to the center's various programs, staff, other related university offices and resources, followed by a developmental progression of didactic and clinical activities. Interns typically work approximately 40-45 hours per week. Some evening and weekend hours are required to fulfill outreach programming needs and to complete small reading assignments for seminars.
Individual Supervision with Primary Supervisor
Interns are supervised by a licensed psychologist for a minimum of two hours each week on their individual therapy clients. Supervision is provided by a primary supervisor for the entire year in order to allow for the development of greater depth in the supervisory relationship and a more thorough assessment of the intern's personal and professional development. However, to allow for exposure to alternative styles, the two hour supervision time block may be split between the primary supervisor and another available supervisor midway through the internship year. That is, the intern is supervised for one hour by the primary supervisor, and is supervised by another supervisor during the second hour. Additional individual supervision and consultation sessions may be arranged with other staff members as needed.
Supervision of Group Therapy
Interns receive weekly supervision on their group therapy activities. The supervisor is a senior staff member who may be the co-leader of the group, and is most often not their primary supervisor. As a result, interns receive additional exposure to different orientations. Interns will receive additional guidance from the CAPS Groups Coordinator in the group therapy seminar.
Group supervision of individual psychotherapy cases occurs every week for one hour through the internship year. Presentations by the interns are both formal as well as informal in order to discuss both clinical as well as ethical issues pertaining to assessment and psychotherapy and include sections of videotapes of their sessions.
Outreach Supervision of Social Justice Project
Interns meet every other week with the outreach training coordinator. Issues addressed are related to understanding the community served, identifying needs, connecting with relevant students and community partners, and developing and delivering outreach programming. The supervision is informed by the social justice principles of creating change within systems to more adequately serve communities and increase access to services.
Each clinical team is comprised of psychologists and social workers, a member of the prescriber staff, and trainees (doctoral psychology interns, psychology externs, social work interns, psychiatric nurse practitioner students and, when schedules permit, psychiatric residents). The team meets weekly for one to one and a half hours, depending on the time of academic year. All team members present cases and receive feedback and suggestions from everyone present. This is also an opportunity for staff who share cases, such as between prescriber and therapy staff, to discuss treatment issues. The purpose of the team meeting is twofold: a group process for peer case discussion that can include obtaining treatment recommendations for the case as well as a training activity to hone case presentation, treatment planning, and diagnostic/assessment skills. Up to several cases may be presented during the meeting. The responsibility for facilitation of this meeting rotates among all members, including all of the trainees.
Drop In Team Meeting
Interns meet weekly as a group with the IC Coordinator for supervision on IC cases. Strategies for crisis intervention, referrals, and managing complex dispositions are emphasized.
Interns meet every other week with the Training Director to discuss issues of relevance as they proceed through the internship experience. Interns are encouraged to discuss individual and/or intern group
concerns within a developmental framework. Various topics may be discussed including professional identity development, job searching, and interviewing.
Membership on Administrative Committees
Interns may choose to join one or more of the administrative committees at CAPS. This provides interns with a sense of how various components of counseling center services are managed as well as an experience of contributing to the overall functioning of the center. The committees that are typically available include training, outreach, sexual trauma treatment, eating concerns treatment, and staff wellness.
Supervision of Supervision
This seminar meets weekly throughout the academic year and trains interns in the practice of individual psychotherapy supervision. Training includes didactic teaching as well as supervision of the interns' actual clinical practice of supervising an extern. As the externs' primary supervisors, interns are responsible for all clinical and professional activity by the extern as well as providing oral and written evaluations.
The didactic component of the seminar includes readings and discussions of various supervision models, supervision research, and professional ethics and boundaries. The seminar assists interns in formulating their own theoretically integrated model of supervision and understanding their supervisee's developmental level as a therapist and identity as a psychologist. Further emphasis is placed on incorporating models of multicultural supervision into the interns' conceptualizing and practice of providing clinical supervision.
The clinical practice of providing supervision is the arena in which interns explore their own style of supervision, apply the learning from the seminar, and refine their skills in this area. For the first month of the internship, prior to their supervisees arriving at the center, the seminar places greater emphasis on reading scientific and theoretical articles and reviewing an integrated model of supervision. Upon the arrival of the externs, the seminar places a greater emphasis on discussion of how supervisory constructs are applied and integrated into the actual supervision provided by the interns. Interns meet weekly with their supervisee and watch the videotapes of their supervisee's therapy sessions throughout the academic year. The seminar leader uses videotapes of supervision sessions in the seminar to facilitate discussion and to provide feedback and suggestions for further work by the interns.
Interns attend weekly seminars (3-4 hours) during the course of the year, at which time professional and clinical issues are presented by training staff and other professionals from the greater Philadelphia area.
Professional Topics: This seminar meets 1.5 hours per week and addresses a wide range clinically relevant and professional development topics presented by senior staff members, postdoctoral fellows, and professionals from the community. Examples of topics and themes include empirically supported treatments (e.g., EFT for couples counseling, Cognitive Processing Therapy, eating disorders treatments, and DBT); Assessment (e.g., intake training, mental status exam, career testing); Theories (e.g., psychodynamic, existential, CBT); ethics; brief therapy; countertransference; substance abuse; and psychopharmacology.
Social Identity Exploration: This seminar series is approximately 8 weeks and is followed in subsequent weeks by the social justice seminar. These dialogues are designed to facilitate exploration of how our personal experiences of culture, marginalization, and privilege influence our professional identities and clinical work.
Social Justice: This seminar series follows social identity exploration for approximately 8 weeks and is based on literature related to social justice values and practices in psychology broadly and in university counseling centers specifically. Interns explore strategies to incorporate such values into their clinical work and outreach/consultation activities.
Activism: This seminar is designed to explore the ways in which professionals may integrate activism, based on the principles of social justice, into their roles as psychologists. Emphasis is placed on identifying forms of activism, exploring relevant values and goals, navigating role and values conflicts as well as institutional and professional barriers, and developing action plans. Each meeting closes with a self-care activity.
Group Therapy: This seminar meets weekly. It focuses on introduction and review of various group therapy models, recruitment and screening procedures, developmental group processes, multicultural issues, and exploring techniques such as working with challenging group dynamics and creating group cohesion. It also serves as a forum to process the interns' group leadership experiences throughout the year.
Outreach/Consultation: This seminar series meets every other week and trains interns in the provision of outreach and consultation at a university setting. Interns read and discuss in the seminar relevant literature on models of outreach and consultation, stages of the consultation process, workshop design, development and delivery, services to diverse populations and assessment and evaluation procedures. As the interns typically engage in 40 hours of outreach/consultative activities including co-leading career development workshops and the concentrations, over the course of the training year, the seminar uses discussion, group activities and role-play to train the interns in actual design and presentation skills necessary for effective delivery of outreach services. Within the context of the seminar, interns also learn how to conduct needs assessments, critique outreach and consultation activities and evaluate service delivery.
Dissertation Support: This seminar meets every other week or as needed and is offered to interns who have not completed their dissertation. The leader provides assistance with time management strategies and research methodology. Interns are invited to take up to five days of professional development during the year, any amount of which may be dedicated to dissertation work and related meetings or defense. All interns present their research to the entire staff and the dissertation support leader guides interns through this process.
Membership on Administrative Committees: Interns may choose to join one or more of the administrative committees at CAPS. This provides interns with a sense of how various components of counseling center services are managed as well as an experience of contributing to the overall functioning of the center. The committees that are typically available include training, outreach, sexual trauma treatment, eating concerns treatment, and staff wellness.
Internship Admissions, Support and Initial Placement Data
Date Program Tables are updated: 8/2/2019
Internship Program Admissions
Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements:
The internship program at CAPS is based on a practitioner/scholar approach to training in which we emphasize learning through closely supervised clinical practice. Interns receive intensive training and experience in performing central responsibilities of a psychologist in a multidisciplinary counseling center setting including: individual psychotherapy, group psychotherapy, diagnostic assessment, crisis consultation, supervision, and outreach. The internship also strives to foster intrinsic growth in the areas of multicultural competence, social justice, ethical practice, and professional identity development. A Multidisciplinary Approach: As a center whose staff is comprised of licensed psychologists, psychiatrists, and social workers, we value a multidisciplinary approach to training and service delivery and emphasize the development of the capacity to work collaboratively with psychology colleagues and professionals from other disciplines. Multicultural Competence: The University of Pennsylvania is a culturally diverse institution, with students from all over the country and all over the world, and with many forms of diversity represented. We are committed to training interns to develop the self-awareness, knowledge and skills needed to work effectively in this environment as a therapist, consultant, and advocate for change. Ethical Practice: We strive to train interns who will become practitioners with the highest ethical standards. We particularly value the use of consultation and collaboration in ethical decision-making and interns have many opportunities to see this in action in multidisciplinary team meetings and formal and informal staff collaboration meetings. Professional Identity Development: We view the internship as the capstone of clinical psychology training. We believe that the strong generalist skills they attain through our internship will enable interns to become psychologists prepared to work in university counseling centers as well as a multitude of other professional settings.
Does the program require that applicants have received minimum number of hours of the following at the time of application? If yes, indicate how many:
Total Direct Contact Intervention Hours
Amount: 500 Hours
Total Direct Contact Assessment Hours
Describe any other required minimum criteria used to screen applicants:
Previous or current psychotherapy clients at UPenn CAPS will not be considered for an internship position in order to avoid any complications due to a potential dual role with the clinicians. Applicants must be advanced doctoral candidates from counseling psychology or clinical psychology programs. Preference will be given to applicants from APA-approved programs. Applicants should have passed doctoral comprehensive examinations prior to applying to the internship. They should have a minimum of 500 intervention hours (can be combined hours from Master's and doctoral programs), with at least two years of their practicum at the doctoral level. Additionally, applicants should have at least 100 hours of clinical supervision. There is no minimum number of assessment hours required. Applicants will be assessed on their overall readiness for internship and their professional interests and goals as they relate to the Counseling and Psychological Services Doctoral Health Service Psychology Internship Program.
Financial and Other Benefit Support for the Upcoming Training Year (2019-2020)
|Annual Stipend/Salary for Full-time Interns||$32,847|
|Annual Stipend/Salary for Half-time Interns||N/A|
|Program provides access to medical insurance for intern?||Yes|
If access to medical insurance provided:
Other Benefits (please describe):
All university holidays (Memorial Day, Independence Day, Labor Day, Thanksgiving break, Martin Luther King Jr. Day); professional liability coverage for all staff provided by the university; and use of university facilities and libraries. Interns also receive $800 in funding for professional development (conference and workshop attendance).
Initial Post-Internship Positions
|2017 - 2019|
|Total # of interns who were in the 3 cohorts||15|
|Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree||0|
|Community mental health center||0||0|
|Federally qualified health center||0||0|
|Independent primary care facility/clinic||0||0|
|University counseling center||10||0|
|Veterans Affairs medical center||0||0|
|Military health center||0||0|
|Academic health center||0||0|
|Other medical center or hospital||0||0|
|Community college or other teaching setting||0||0|
|Independent research institution||3||0|
|Independent practice setting||2||0|
|Not currently employed||0||0|
|Changed to another field||0||0|
Note: "PD" = Post-doctoral residency position; "EP" = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select that setting that represents their primary position.
|LEANNA BRISSON||Loyola University in Maryland|
|EDDIE CHONG||University of Maryland|
|LINCOLN HILL||Loyola Univeristy of Chicago|
|RENEE MIKORSKI||University of Tennessee at Knoxville|
|JAZMYNE PETERS||University of Denver|
|EMMIE MATSUNO||University of California, Santa Barbara|
|KA YAN DANISE MOK||Brigham Young University|
|SOEUN PARK||University of Iowa|
|BENJAMIN PIERCE||Utah State University|
|WENZHEN ZHU||University of North Texas|
|JULIEN ALMONTE ||University of Albany - SUNY|
|CRYSTAL AUSTIN||University of Albany - SUNY|
|YOUNG HWA KIM||University of Maryland at College Park|
|ELISSA SARNO||University of Maryland at College Park|
|TACOB TEKIE||University of Tennessee - Knoxville|
George Washington University
|BRITTAN DAVIS||Cleveland State University|
|ERIC GARFINKLE||Rutgers University|
|ALEXANDRA SAVELA||University of Maryland at College Park|
|DERIK YAGER-ELORRIAGA||University of Oklahoma, Norman|
Application and Selection Procedures
The application process will occur on-line through the APPIC website: AAPI online application form. Application deadline is Friday, November 1, 2019.
The electronic application should include:
- The completed AAPI online application form.
- A brief cover letter.
- A current vitae/resume.
- Transcripts of all graduate work.
- Three letters of recommendation by professionals who are familiar with your counseling/clinical experiences and skills. At least one letter should be from a supervisor of a recent clinical experience.
Candidates selected for an interview will be contacted by December 15.
This internship site agrees to abide by the APPIC Policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant prior to Uniform Notification Day. Notification of selection will strictly adhere to the guidelines of the Association of Psychology Postdoctoral and Internship Centers (see APPIC General Policy Regarding Internship Offers and Acceptances which can be downloaded from the APPIC website).
The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University does not discriminate on the basis of race, color, sex, sexual orientation, religion, national or ethnic origin, age, disability or status as a disabled or Vietnam Era veteran in the administration or its educational policies, programs, scholarship and loan programs, employment, recreational, athletic or other university administered programs. Questions or concerns regarding the University's equal opportunity and affirmative action programs and activities or accommodations for people with disabilities should be directed to: Director of Affirmative Action, Suite 228, 3600 Chestnut Street Philadelphia, PA 19104-6021. 215-898-6993 (voice) or 215-898-7803 (TDD).