Pre-Doctoral Internship
The University and Community | Psychological Counseling Services
The Training Program
Philosophy, Objectives, and Goals
Orientation
Direct Service Delivery
Training Components
Administrative Activities
Evaluation Procedures
General Weekly Schedule
Stipend, Benefits, and Appointment
About Our Staff
Application Process
The Training Program
*Please note our Pre-doctoral Internship is now an APPIC site and agrees to abide by the APPIC policy that no person at this trianing facility will solicit, accept or use any ranking-related information from any intern applicant.
Philosophy, Objectives, and Goals
The goal of Psychological Counseling Services’ Predoctoral Internship Program is to provide our interns with a challenging but developmentally appropriate and rewarding training experience that prepares them to enter the profession as competent, respectful, and ethical psychologists. We work to accomplish this goal by emphasizing mentorship with professional multidisciplinary licensed staff and experiential learning through direct services to clientele. We utilize a sequential training experience that focuses on thoughtful self examination, respect for diversity, and awareness of the increasingly complex mental health issues facing today’s college students. The philosophy that guides our training program is a Practitioner-Scholar model; we are training future professional practitioners who are informed by theory and research. We maintain a broad-based or generalist perspective rather than focusing on one particular theoretical approach to therapy. We also emphasize the use of short-term therapy approaches that meet the needs of the client and are respectful of individual differences.
Important tenets of our Internship training program :
“Developmentally Appropriate”
The training program recognizes that the internship year is a time of transition from trainee to professional psychologist and virtually all aspects of training, including orientation, seminars, intakes, therapy cases, outreach/consultation, and supervision take into consideration the developmental stage of interns. Assessment of interns’ strengths and areas for growth takes place almost immediately through staff and intern input and helps to identify unique training goals for individual trainees. Trainees are then able to work with their individual supervisors to plan an internship experience that is appropriate to their skills level and area of interest for the year. Throughout the year, we strive to provide interns with a balance of clinical challenges that stretch them as professionals and experiences that will provide interns with a sense of competency and mastery.
“Mentorship with Professional Multidisciplinary Licensed Staff”
Much of the growth that takes place during the internship year occurs within the mentoring relationships that develop between interns and professional staff. As a training agency, we take a collective approach to supervision and mentorship. Although relationships with individual supervisors are stressed, interns are involved in the daily activities of our center at all levels and have the opportunity to interact with all staff. We have two staff psychiatrists, and a licensed clinical social worker in addition to our staff psychologists and all staff are integrally involved in training and supervision. We provide the opportunity for role-modeling with interns through individual supervision, involvement in case conferences, co-facilitation of group therapy, outreach and consultation to the university, and committee work within the center.
“Experiential Learning”
Within a very short time, interns fill their client caseloads until approximately 50% of their time is spent in direct clinical service. Interns participate in our Drop In Screening/Crisis Visit schedule, covering 3 hours of weekly Drop-In schedule. Interns carry 12-14 individual or couples therapy clients, and two testing/LD assessment clients. In addition, they often have the opportunity to co-facilitate a psychotherapy group or psycho-educational workshop with a licensed staff member. Other experiential learning occurs through a year-long consultation program to Residence Life, in which an intern is “paired” with a residence hall and serves as a liaison to the Hall Director. Interns may also volunteer to provide guest lectures to the classroom setting as requests are made. Finally, interns are called upon to provide crisis counseling when unexpected clinical events occur. Through these clinical activities and intensive individual supervision, interns begin to develop a necessary sense of competency and more complex understanding of mental health issues on a college campus.
“Sequential Training”
Interns begin their year with a comprehensive two-week orientation that helps them understand the daily operations of our center. This involves understanding our scheduling software, our forms, policies and procedures, and our weekly schedules. They are provided the opportunity to meet with all staff, visit other university offices with whom we frequently interact (i.e., Residence Life, Student Health Center, Women’s Resource Center), and engage in role playing exercises to help highlight how our Drop-In Screening service operates. They are also required to conduct and write mock assessments and obtain comprehensive feedback. Interns complete a self assessment during orientation that helps guide the focus of their individual supervision with regard to strengths and areas for growth. Individual case loads are developed over time, with attention paid to the clinical disposition of cases initially assigned to interns. Care is provided in providing challenging cases that are not overwhelming in nature.
As the year progresses, interns can expect to see more challenging or complicated clinical presentations and they may also request to see certain types of cases. Initial Didactic Seminars cover topics such as California Legal and Ethical Issues, Psychopharmacology, Crisis Management, and Brief Therapy. As the year progresses, topics such as Termination, Countertransference, and Psychotic/Personality Disorders are covered. A similar sequential approach is seen in our Multicultural Competency Seminar Series where interns initially spend time developing safe relationships with one another. This occurs through guided discussion that explores personal experiences, biases, and past clinical experiences relating to diversity. Various types of diversity among people are explored, including cultural, religion, gender, SES, age, disabilities, and ethnicity. As comfort increases, interns are encouraged to explore the transference and countertransference relationships that develop in their clinical case loads.
As the year comes to a close, interns are expected to present in our staff case conference with comfort and to be able to provide feedback to other clinicians. Also, interns present to our staff in a Professional Development series in the final three months of the spring semester. Expectations of intern performance evolve and increase throughout the year to the point where interns are expected to function in an appropriately autonomous manner by the end of the year. Supervision is seen more as consultative and less directive in the latter half of the internship and interns are presumably exploring more of the process of therapy, focusing less on the details of a clinical presentation. Finally, interns are evaluated three times during the year in such a way that progress in various areas is monitored and highlighted for the intern.
“Thoughtful Self-Exploration”
A commonality among all professional staff at Psychological Counseling Services is the importance placed on self awareness and paying attention to how we impact the therapeutic process. Reflection upon one’s own personal dynamics is critical to the development of effective professional skills. Interns are encouraged and expected to be open to this exploration in hopes that they become more self aware of their role in therapy. Emphasis is placed not only on the clinical presentation of a client, but also on how we experience the client and how we react to the client. Interns are encouraged to explore biases, fears, and emotional reactions to clients in supervision so that they are better able to understand their clients and hopefully utilize their reactions in a clinically helpful and non destructive manner.
“Respect for Diversity”
A critical requirement of all professional staff and interns is a respect for the increasingly diverse world around us. This respect includes an openness to all aspects of diversity, including but not limited to racial, cultural, and ethnic diversity, SES, age, gender, and sexual diversity, religious and disability diversity. Through case conference, didactic seminars, multicultural competency seminar, and supervision, interns are encouraged to explore their own belief systems, biases, and questions about clients as well as the world around them. Our Multicultural Competency Seminar offers experiential, theoretical, and didactic learning opportunities that teach general theories and practices specific to populations of people. However, we also instill in interns the importance of consideration of individual differences among populations. Interns must act within an ethical manner in light of all world views and belief systems..
The following represent specific goals and objectives of the internship training program:
Goal #1:
To train competent entry level psychologists who are well versed in the provision of therapy and counseling services.
Objective #1: To develop sound individual therapy skills
Objective #2: To develop general clinical assessment and diagnostic skills
Objective #3: To develop crisis management skills
Objective #4: To attain understanding of practice and scholarly knowledge into daily clinical operation
Objective #5: To demonstrate comfort in representing the counseling center through outreach and consultation activities
Goal #2:
To provide thorough training in learning disability and attention deficit disorder assessments as well as formal personality and psychological assessment.
Objective #1: To develop learning disability/cognitive functioning assessment and diagnostic skills
Objective #2: To utilize formal measures of personality and psychological functioning as adjuncts to LD testing or as part of differential diagnostic assessment.
Goal #3:
To train psychologists who value and exhibit multicultural competency.
Objective #1: To exhibit self awareness with regard to one’s own cultural experiences and value system
Objective #2: To develop intermediate to advanced skills in working clinically and professionally with individuals from diverse populations
Objective #3: To develop awareness and understanding of the multicultural clinical application and limitations of commonly accepted psychological and cognitive assessment measures
Objective #4: Familiarization with and comprehension of APA’s Multicultural Competencies Guidelines
To produce psychologists who understand and show working knowledge of legal and ethical issues in the practice of psychology and who function in a professional manner.
Objective #1: To exhibit knowledge and application of Legal, Ethical, and Practice Guidelines
Objective #2: Successful completion of transition from student to entry level professional.
Orientation
An intensive two-week orientation to PCS and Sacramento State occurs during the first two weeks on site. The purpose of the orientation is to familiarize interns with PCS, Sacramento State, and to assist interns in their transition to the Sacramento area. Orientation activities include learning about the policies and procedures of PCS, meeting staff and personnel, completing a Self-Assessment exercise, visiting relevant student service departments, including Learning Skills, Academic Advising, the Women’s Resource Center, and the Library. Interns will become familiar with the operation of the audio and videotaping equipment and with the computers. Time is also set-aside for interns to meet with and get to know each other.
Direct Service Delivery
Individual Therapy – Interns provide short-term (10 session) counseling. Typically each intern will work with one or two clients on a long-term basis. Over the internship year, every effort is made to provide interns with an ethnically and culturally diverse clientele and to offer clinical experiences with a wide range of symptoms and disorders.
Couples Therapy – Couples counseling is available to married and non-married couples where one partner/spouse is an enrolled student. Although couples counseling is a small part of the workload at PCS, interns generally see one to three couples per semester.
Group Therapy – The group-counseling program offers a variety of groups each semester depending on the needs of students and interests of staff. The following are groups that are frequently offered by PCS:
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Assuming student interest and ability to form viable groups, Interns co-facilitate at least one group per year with a senior staff member. At the beginning of each semester, interns submit their preferences in writing to the Training Director who will assign interns to groups. Supervision occurs each week with the co-facilitator (senior staff).
Consultation/Outreach – A variety of consultation/outreach activities are made available to interns for professional growth and development. Supervision and assignment of these services is made by the Training Director. Typical requests for outreach include presentations on topics such as stress management, acquaintance rape, substance abuse, anxiety and depression. Requests for lectures, workshops and consultation/outreach are generated from many departments on campus, including the residence halls. Interns will select an outreach topic for development and presentation to other staff during the spring semester.
Long Term Clinical Consultation – Interns will have the opportunity to participate in an academic year long consultation with the Residence Life program on campus. This consultation experience involves facilitating regular (usually bi-weekly) support group meetings with a group of 8-10 Resident Hall Advisors (“RA’s”). The purpose of these meetings is to provide RA’s with an opportunity to share work related experiences with one another, gain insights and support from one another, and to rely on both PCS consultation and Hall Management to help guide them through difficult issues such as mental health issues with residents, personal and/or job related stressors, and possible disciplinary matters.
Psychological Testing – PCS offers psychological testing services to students in order to assess for learning disabilities, attention deficit disorder, and diagnostic clarification. Referrals are made to PCS from faculty, the Learning Skills Center, and Services for Students with Disabilities. Testing referrals are also made from within PCS for the purposes of differential diagnosis. Interns will complete 7-10 full psychological batteries and written reports during the internship year.
Drop-in and Crisis Intervention – Students who seek psychological assistance from PCS are initially evaluated in drop-in. Interns can expect to be assigned several hours of drop-in coverage per week. These brief evaluations help to determine the clients’ needs, including urgency, clarification of appropriateness of referral to another agency and scheduling of an intake or medication appointment.
Clinical Rotations –Currently, interns have the option of completing a Health Psychology rotation through FitHELP
(Fitness, Healthy Eating, and Lifestyle Program), a collaborative, multidisciplinary program with the Student Health Center.
FitHELP provides integrated psychological, nutrition, and fitness services and education to Sacramento State students.
This eight (8) hour/week rotation is coordinated by Lori Klett Roberto, Ph.D.
Other Clinical Rotations with the Women's Resource Center and the Athletic Department are currently being developed.
At present, interns are given the opportunity to serve as liaison to each of these campus agencies.
Training Components
Individual Supervision – Individual supervision is the central element of the interns’ training experience. Pre-doctoral interns receive two hours per week of intensive individual clinical supervision. The primary supervisor is a licensed psychologist; the secondary supervisor is a licensed clinician and may be a psychologist or from another mental health discipline. Interns have the opportunity to choose one or two supervisors per semester by submitting up to three preferences in writing to the Training Director. The Training Director will match intern to supervisor(s) based on preferences, training needs, strengths and skills of staff and the theoretical orientation of both interns and supervisors. During the January semester break, intern/supervisors pairs may change but the same assignment procedures are followed. Interns will be expected to audio and/or record therapy sessions with the consent of clients to facilitate supervision.The Senior Staff meet several times a semester to discuss pertinent training issues, educational objectives, and administrative concerns. The Training Director will coordinate these meetings.
Didactic Seminar – Interns attend didactic seminar which meet for 90 minutes each week. Staff members and professionals from the community contribute to the didactic seminar, teaching 2-6 hour in-depth training modules on relevant mental health didactic issues. Interns are given the opportunity to research and develop one of their own clinical interests for presentation to the seminar members.
Multicultural Competency Seminar - This two hour, bi-weekly seminar will include an experiential, didactic, and application component in which interns can explore their own back ground experiences, values and beliefs and understand how this impacts their clinical work. Individual cultures, ethnicities and groups will be examined. Interns will discuss individual cases and focus on building their multicultural competence.
Psychological Testing Seminar/Case Conference – Testing Seminar/Case Conference meets two hours each week throughout the year. Interns will receive training in the administration and interpretation of psychological tests. One hour of weekly testing supervision is scheduled with a psychologist. Other testing cases originate from within PCS or the SHC when neurological or psychological impairment is of concern.
Intern Case Conference – The Training Director facilitates a weekly 90 minute case conference for all interns. Interns will present cases using audio and videotaped sessions.
Staff Case Conference – One hour weekly meeting of all clinical staff for discussion of current cases. Each staff member chooses a week to present one clinical or assessment case of interest. Group members share perspective and give feedback.
Staff Development – Interns attend all staff development programs sponsored by PCS. Presentations and training are developed by staff consensus and cover a variety of topics including brief therapy, transference/counter-transference issues, genograms, and cross-cultural concerns.
Administrative Activities
Business Meetings – This meeting addresses the administrative business of PCS.
Committee Membership – Opportunities for participation on a committee or programmatic work group are available for interns who wish further professional development.
Professional Development Time – Interns are encouraged to attend workshops and conferences for professional development. Up to 10 days of Professional Development time are offered during the year for conference attendance, dissertation work, or post-doctoral interviews.
Preparation Time – Five hours per week are reserved for clinical paperwork and administrative tasks.
Office Space and Equipment – Each intern is assigned his/her own office. Offices are furnished and equipped with a PC linked to the University system and a phone. Interns are provided video webcams for use during therapy sessions.
Evaluation Procedures
Evaluation of Interns – PCS staff views evaluation as a tool for facilitating professional and personal growth for psychology interns. During orientation interns familiarize themselves with the Intern Training Manual and samples of the various evaluation forms. Once primary supervisors are assigned, the process of determining learning objectives, assessing skill levels and familiarity with theoretical models begins. A mid-semester evaluation (mid-October) is completedto obtain a baseline performance level. Primary supervisors will complete an evaluation on each intern they supervise at the end of each semester that will include the intern’s strengths and demonstrated competencies, as well as, areas for improvement. The primary supervisor is responsible for collecting evaluations from secondary supervisors and giving the completed evaluation to the Training Director. The Training Director will forward the completed materials to the interns’ academic training program director. Simultaneously, interns will evaluate their supervisors and supervision.
Evaluation of the Program – Interns are encouraged to evaluate and make suggestions for improvement of the training program at any point during the training year. Recommendations may be made to the primary supervisor, Training Director, or the Director. These recommendations are considered and discussed during Training Committee meetings.The first formal evaluation of the training program occurs at the end of the first semester. Time is set aside to discuss interns’ experiences at the internship and recommendations for changes are explored. The verbal feedback and the transcribed copies are given to the Training Committee for consideration. When feedback seems appropriate, modifications are made in the program. At the end of the summer, the second evaluation of the training program is completed. Interns are again asked to verbally and in writing assess the overall training program and their experience of the internship. The responses are collected and given to the Training Committee for action.
General Weekly Schedule
| Activity | Hours |
| Direct Service: | |
Individual/Couple Counseling |
14 |
Group Counseling |
2 |
Drop-In/Crisis Intervention |
2 |
Testing |
4 |
| Training: | |
Individual Supervision |
2 |
Secondary/Specialty Supervision |
1 |
Outreach/Consultation Supervision |
As needed |
Intern Didactic Seminar |
1.5 |
Clinical Case Conference |
1.5 |
Testing Case Conference |
1 |
Testing Seminar |
1 |
Staff Case Conference |
1 |
Multicultural Competency Seminar |
2 hours every other week |
| Administrative Activities: | |
Business Meeting |
1 |
Research Committee Membership |
1+ |
Professional Development Time |
10 days per year |
Preparation Time/Charting |
5 |
| Program Development | |
Outreach, Consultation, Workshops |
Minimum of 2 per semester |
Development of Outreach Presentation |
Spring semester |
Total Hours |
40 |
Stipend, Benefits, and Appointment
Stipend: A stipend of up to $19,000 for the 2008-2009 year may be available based on state budget allocations. This is a fulltime 12-month internship. Interns are paid once a month on a per diem basis, so the actual annual stipend may vary based on the amount of time worked.
Benefits:
- Professional Development is 10 days per year for full time predoctoral interns.
- Health Benefits, Vacation, Sick Leave
- Interns receive funding to attend the Northern California Training Directors Conference
- Liability Coverage
- Access to University Recreational Facilities
- Parking Decals are available for purchase
- Library Privileges
Appointments: The internship begins mid-August, one to two weeks prior to the beginning of the fall semester (dates vary dependent upon semester and academic year schedule). Contracts will end approximately one year from start date, again, depending on the academic calendar. This is a full-time, 40 hour per week appointment.
About Our Staff
Bruce L. Berg, M.D. (1978, University of California, Irvine, Medicine. 1982, University of North Carolina, Chapel Hill, Psychiatry). Staff Psychiatrist; Assistant Clinical Professor, Department of Psychiatry, UCD. Crisis Intervention; Cognitive/Behavioral Therapy;Hypnotherapy; Psychodynamic Therapy; Psychopharmacology.
John Boyle, M.D. (1976, Temple University School of Medicine, Philadelphia, Medicine. 1980,University of California Davis, Psychiatry).Staff Psychiatrist; Assistant Clinical Professor, Department of Psychiatry, UCD. Cognitive/Behavioral Therapy; Anxiety Disorders; Obsessive/Compulsive Disorder; Panic Disorder; Medication Management.
David Cordosi, Psy.D. (2004, California School of Professional Psychology, Clinical Psychology) Staff Psychologist. Individual and Group Therapy; Psychodynamic Psychotherapy; Mood Disorders; Personality Disorders; Chronic Mental Illness; Substance Abuse; Psychological Testing/Assessment.
Hieu Dovan, Ph.D. (1984, University of Connecticut). Clinical Psychologist; Strength-Based Therapy; Cognitive/Behavioral Therapy; Group Therapy.
Bert Epstein, Psy.D. (1997, California School of Professional Psychology, Alameda, Clinical Psychology) Staff Psychologist, Director. Anxiety disorders; Mood disorders; CBT; Insomnia; Men's issues; Supervision; Consultation and Outreach.
Susan Ko, Ph.D. (2002, UC Santa Barbara, Counseling-Clinical-School Psychology) Staff Psychologist . Cross Cultural Counseling; Asian Mental Health; Women's Issues; Training and Development.
Starla Medaris, M.A., L.C.S.W. (1976, University of Chicago, School of Social Service Administration). Staff Social Worker. Training/Masters Level; Fieldwork Instructor, Department of Social Work, CSUS; Individual, Group, and Conjoint Therapy; Depression and Loss Issues; Infertility and Adoption Concerns; Sexual Assault; Spousal Abuse; Supervision; Consultation and Outreach.
Sandra A. Nevis, Ph.D. (1998, Bowling Green State University, Ohio, Clinical Psychology). Staff Psychologist. Training Director. Individual, Couples, and Group Psychotherapy; Gay/Lesbian/Bisexual Issues; HIV-Related Concerns; Gender Communication Issues; Women’s Issues; Consultation and Outreach.
Brian Pifferini, Psy.D. (2001, California School of Professional Psychology, Fresno, Clinical Psychology) Staff Psychologist . Testing Coordinator. Health Psychology; Gay/Lesbian/Bisexual Issues; Couples Therapy; Anxiety; Outreach and Consultation.
Lori Klett Roberto, Ph.D. (1999, DePaul University, Chicago, Clinical Psychology) Staff Psychologist/ Health Psychologist: Fitness, Healthy Eating, & Lifestyle Program (FitHELP). Health Psychology & Behavioral Medicine; Behavior Change; Eating Disorders & Obesity; Pain Psychology; Insomnia; Community Psychology & Outreach.
Paul R. Turner, Ph.D. (1981, Pacific Graduate School, Palo Alto, Clinical Psychology. 1982, V.A. Medical Center, San Francisco, Postdoctoral Neuropsychology Fellowship. 1993, C.G. Jung Institute, San Francisco, Certified Jungian Analyst). Staff Psychologist. Individual, Couples, and Group Psychotherapy; Psychological and Neuropsychological Assessment; Faculty Sponsor-Men’s Group.
Internship Application Process
Application Process
Click here for direct link to our APPIC internship profile: Cal State University, Sacramento internship profile Pre-doctoral applicants must submit applications and all supporting documents by November 20, 2008.
Applications Must Include:
- A current application completed by the candidate. Pre-doctoral applicants complete the standard APPIC application (AAPI).(links to external site).All official graduate school transcripts.
- Three sealed letters of recommendation.
- One from a professional familiar with your academic and professional work.
- Two from former supervisors who have knowledge of your clinical work.
Mail to:
Sandra Nevis, Ph.D., Training Director
Psychological Counseling Services
California State University, Sacramento
6000 J Street
Sacramento, CA 95819-6045
(916) 278-6416 (916) 278-3905 (fax)