Doctoral Internship in Health Service Psychology
Internship Admissions, Support, and Initial Placement Data:
We are very excited that you are interested in our APA-accredited doctoral internship (program #111511).
We hope that our website will give you easy access to information about our program, including our training goals, mission, and philosophy. In addition, we hope that you will get a good sense of the staff and atmosphere at Counseling and Psychological Services and the University Health Services at UC Berkeley. Our staff is committed to providingexcellent training experiences which will support and facilitate your growth and development as a professional psychologist. Our program includes intensive supervision, didactic training seminars, mentorship, and a broad range of clinical and consultation and outreach experiences.
We hope that after reviewing our materials you will find that our program is a good match with your own training needs and goals.
Note: Program tables updated 8/5/20
Philosophy of Training
The doctoral internship program is committed to providing comprehensive training experiences to facilitate interns' professional development and personal growth. A primary goal is to help interns consolidate their clinical and consultation skills, and to integrate these into their professional identities as psychologists. This training experience marks the significant developmental transition of interns from trainees to well-rounded professionals who are able to function competently and autonomously and who will contribute to the field of psychology and to the welfare of clients and society in general. Special focus is given to interns' development in the following areas:
The development of professional competencies in clinical/counseling psychology including the attitudes, theoretical knowledge and applied skills necessary for work with a broad range of client issues and problems. Interns' integration of academic and theoretical learning with clinical work is an important aspect of this development. In addition to counseling with individuals and groups, these professional competencies include skills in crisis assessment and intervention and prevention-oriented interventions, including psychoeducational workshops, consultation to the university community and outreach presentations.
The development of knowledge, awareness, and skills for work with diverse populations. Interns are guided, taught, encouraged and mentored to examine and explore their knowledge of and attitudes toward cultural, racial, sexual, religious, physical and age differences as part of this development.
The development of a professional identity as a psychologist, and the evolution of roles from student to professional. This process involves the integration of knowledge of oneself with the ability to work clinically with richly diverse populations. This also involves being able to assume professional and personal responsibility for one's work.
In order to facilitate these goals, intensive supervision, seminars, consultation and on-going feedback are provided. The full-time, twelve-month internship provides interns with training in the specific areas of crisis intervention, brief counseling for individuals and couples, workshop and group facilitation, and consultation and outreach. Interns have the opportunity to work with the broad range of student problems encountered in a university setting and to participate in all aspects of CAPS programs including staff meetings, case conferences and staff development and training. The training program is fully accredited by the American Psychological Association.
Training Goals and Objectives
Goal #1: Development of knowledge and the ability to adhere to legal, ethical and professional guidelines for practice.
- Interns will adhere to APA ethical principles and the laws of California pertaining to the practice of psychology. Interns will be aware of their own professional limitations.
- Interns will use consultation as necessary.
Goal #2: Development of competence in individual counseling and psychotherapy, including initial assessment, brief counseling and referral.
- Interns will conduct initial assessments, including developing case conceptualization, treatment plan, and case disposition.
- Interns will integrate cultural factors in their treatment planning.
- Interns will effectively conduct brief therapy (5-8 sessions).
- Interns will provide group therapy (Managing Stress, Anxiety, and Depression group).
Goal #3: Development of competence in the ability to integrate science and practice.
- Interns will be aware of theories of supervision.
- Interns will have a working knowledge of theories of personality, psychopathology, and psychotherapy.
- Interns will accurately assess client difficulties and formulate treatment plans and interventions using clinical, theoretical, and conceptual skills.
Goal #4: Development of competence in career and objective personality assessments.
- Interns will provide career assessment and counseling.
- Interns will demonstrate knowledge of career theory.
- Interns will have access to personality assessments and depression and anxiety instruments.
Goal #5: Development of competence in crisis assessment and intervention.
- Interns will provide consultation, collaboration, and appropriate documentation appropriate in assessing safety and risk factors.
- Interns will provide appropriate crisis interventions (e.g., safety planning; assessing for hospitalization).
- Interns will provide appropriate disposition and follow-up with crisis situations.
Goal #6: Development of competence in consultation and outreach activities and the delivery of psychoeducational workshops.
- Interns will design and deliver workshops to the campus and campus partners.
- Interns will consult and collaborate with staff, faculty, and other campus partners.
- Interns will serve as a consultant to staff, including residence life staff.
Goal #7: Development of competence in the provision of supervision.
- Interns will be aware of theories of supervision.
- Interns will form professional working relationships with supervisees.
- Interns are able to give both positive and constructive feedback to their supervisee.
- Interns will be aware of their strengths and areas for growth as a supervisor.
Goal #8: Development of knowledge and skills necessary for work with diverse populations.
- Interns will demonstrate knowledge, sensitivity and respect for differences.
- Interns will demonstrate comfort in multicultural interactions.
- Interns will demonstrate an understanding of how oppression, racism, discrimination, and stereotyping may affect clients.
- Interns will demonstrate personal awareness and understanding of the impact of differences in their own professional interactions and clinical work.
- Interns will engage in self-examination to increase recognition and awareness of beliefs, attitudes and biases that may impact their professional work.
Goal #9: Development of a professional identity as a psychologist.
- Interns will make progress on their dissertation or be engaged in some other scholarly activity (e.g., publishing dissertation, working on proposal for conference).
- Interns will be able to provide feedback to their supervisor.
- Interns will demonstrate appropriate autonomy and take responsibility for clinical and professional decisions.
- Interns will manage multiple relationships (with supervisors, supervisees, seminar leaders, and peers) in a professional manner.
Formal Training Activities
Interns receive two to three hours per week of intensive individual supervision from one or more licensed psychologists. Initial supervisory assignments are made by CAPS supervisors and the Director of Training. Individual interns' interests, training needs, skill level, theoretical orientation and preferences for supervisory style are considered in making these assignments. Additional supervision experiences or case consultation opportunities can be arranged based upon specific training needs and interests.
Training seminars provide interns with an opportunity to deepen their learning and integrate theoretical knowledge with actual clinical experiences. The following seminars are typically offered each year:
This weekly, 2-hour clinical training, seminar occurs throughout the year and is presented by senior staff members and invited speakers. This seminar is intended to provide interns with information and knowledge essential for clinical work with student populations. Topics and training modules include important areas such as professional and ethical issues in clinical practice, brief psychotherapy, clinical assessment, crisis assessment and intervention, psychopharmacology and substance abuse.
Career Assessment and Counseling Seminar.
This training seminar occurs every other week and places special emphasis on career and vocational testing and counseling. Interns learn to administer and interpret career/vocational and personality tests and to integrate test results into their clinical work with students who are often struggling with the complexities of academic, career and personal issues.
This 2-hour seminar occurs every other week and it combines experiential and didactic components to explore how counselor and client assumptions, backgrounds and training may influence the counseling process. Interns are encouraged to explore and understand how their own training and backgrounds may affect their interactions with clients.
Outreach and Consultation Seminar.
This seminar occurs every other week and provides interns the opportunity to discuss upcoming and presented outreach presentations
This weekly seminar reviews theoretical models of supervision and provides a forum for interns to share and discuss their experiences as supervisors of master's level students in social work and counseling.
Professional Development Seminar.
This weekly seminar, provides a forum for interns to discuss issues such as licensure, career decision-making and job search.
In weekly staff case conferences, interns and staff members present cases for discussion and provide peer support and consultation around clinical work. Interns also participate in a 2-hour mini case conference every other week with other interns.
Staff Meetings and Professional Development.
Interns participate in monthly staff meetings. In addition, interns attend staff development workshops which are offered regularly throughout the year. These workshops focus on specific areas in which staff receive additional training and information. Interns are also encouraged to attend national and local conferences.
Typical Training Schedule
A typical intern schedule for a 40 hour week:
Individual counseling 10-12 hours
TRAC (Triage Referral Assessment and Consultation)/Urgent Drop-In 2 hours
New Client Hours 3-4 hours
Supervision of master's student (and prep) 2 hours
Training Seminars 6-8 hours
Individual Supervision 2 hours
Staff case conference 1 hour
Mini case conference 1 hour
Staff Meeting 1 hour, monthly
Research time 2 hours
Charting and administrative work 6-8 hours
Appointments and Benefits
Internships are full-time (40 hours per week) for a twelve month period beginning July 26, 2021. Interns can expect to accrue between 1800-2000 hours towards licensure. The stipend for the internship is anticipated to be $36,000 for the year. Vacation, sick leave, professional development time, medical insurance and other university benefits (library privileges, access to university recreational facilities for a fee) are provided.
Application Qualifications and Procedures
Applicants must be advanced doctoral students with appropriate coursework in assessment, personality theory and diagnosis and counseling theory and practice. All formal coursework, supervised practicum experiences (minimum of 500 hours), and comprehensive examinations for the doctorate in counseling or clinical psychology must be completed prior to beginning the internship. We prefer applicants who have completed their dissertation proposals prior to the beginning of the internship year. Applicants with a demonstrated interest in working with multicultural populations are preferred. Applicants from APA-accredited doctoral programs in counseling or clinical psychology are preferred.
According to University of California policies, this internship is considered a sensitive position and requires a background check as a condition of employment.
In order to be considered for our internship, please complete the AAPI Online, which may be accessed at http://www.appic.org by clicking on "AAPI Online."
Please note that our deadline for completed applications is November 6, 2020 (midnight PST). Your application will be reviewed by the Selection Committee during the month of November. After initial review, selected applicants will be contacted for telephone interviews. We will make every effort to notify all applicants of their status by December 11, 2020.
As an APPIC member internship, we follow all APPIC policies and procedures regarding selection and notification. 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. These policies are available on the APPIC website. We will be participating in the APPIC match process coordinated by National Matching Services, Inc. In order to participate and be considered by our site, you must register with National Matching services by requesting a packet of materials. This can be done by phone at (416) 977-3431 or online at www.natmatch.com/psychint. Our program code number is 111511.
The Psychology Internship at CAPS is accredited by the American Psychological Association. For further information, you may contact the APA Office of Program Consultation and Accreditation by phone at (202) 336-5979 or (202) 336-6123 TDD or at the following website: www.apa.org/ed/accreditation. You may also email the Accreditation Office at email@example.com. You may also write to them at:
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
We understand that the internship application process can be extremely stressful, and urge you to contact us if you have any questions about our internship program, CAPS, UC Berkeley or the application process itself. Please feel free to call me at (510) 642-9336 or e-mail me at firstname.lastname@example.org. I look forward to receiving your application and talking with you further about our program.
Claytie Davis III, PhD, ABPP
Director of Training
Summary of the Characteristics of the Specified Internship Class
|Number of completed applications:||130||147||126|
|Number of applicants invited for interviews:||40||38||40|
|Total number of interns:||3||3||3|
|Total number of interns from APA/CPA accredited programs:||3||3||3|
|Total number of interns from Ph.D. programs:||3||3||2|
|Total number of interns from Psy.D. programs:||0||0||1|
|Total number of interns from Ed.D. programs:||0||0||0|
|Number of interns that come from a Clinical Psychology program:||0||0||1|
|Number of interns that come from a Counseling Psychology program:||3||3||2|
|Number of interns that come from a School Psychology program:||0||0||0|
|Range of integrated assessment reports: lowest number of reports written:||1||0||0|
|Range of integrated assessment reports: highest number of reports written||28||25||6|
Admissions, Financial Benefits, and Post-Internship Positions
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:||Applicants must be advanced doctoral students with appropriate coursework in assessment, personality theory, and diagnosis as well as counseling theory and practice. All formal coursework, supervised practicum experience (minimum of 500 hours), and comprehensive exams must be completed prior to the beginning of the internship year. Applicants with a demonstrated interest in working with multicultural populations are preferred. Applicants from APA-accredited doctoral programs in counseling or clinical psychology are preferred.|
|Does the program require that applicants have received a minimum number of hours of the following at time of application? If yes, indicate how many:||
Total Direct Contact Intervention Hours: 500 hours
Total Direct Contact Assessment Hours: None.
|Describe any other required minimum criteria used to screen applicants:||
Financial and Other Benefit Support for Upcoming Training Year
|Annual Stipend/Salary for Full-Time Interns||$36,000|
|Annual Stipend/Salary for Half-Time Interns||N/A|
|Program provides access to medical insurance for intern?||Yes|
|If access to medical insurance is provided:|
|Trainee contribution to cost required?||Yes|
|Coverage of family member(s) available?||Yes|
|Coverage of legally married partner available?||Yes|
|Coverage of domestic partner available?||Yes|
|Hours of Annual Paid Personal Time Off (PTO and/or Vacation)||120 hours|
|Hours of Annual Paid Sick Leave||96 hours|
|In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?||Yes|
|Other Benefits||Up to two weeks of professional development time.|
Initial Post-Internship Positions(provide an aggregated tally for the preceding three cohorts)
|Total # of interns who were in the 3 cohorts||9|
|Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree||0|
|Post-doctoral residency position||Employed position|
|Community mental health center||N/A||N/A|
|Federally qualified health center||N/A||N/A|
|Independent primary care facility/clinic||N/A||N/A|
|University counseling center||9||N/A|
|Veteran Affairs medical center||N/A||N/A|
|Military health center||N/A||N/A|
|Academic health center||N/A||N/A|
|Other medical center or hospital||N/A||N/A|
|Community College or other teaching setting||N/A||N/A|
|Independent research institution||N/A||N/A|
|Independent practice setting||N/A||N/A|
|Not currently employed||N/A||N/A|
|Changed to another field||N/A||N/A|
Is it appropriate for applicants to contact current trainees and staff with questions? Yes. Please email Claytie (email@example.com) to request current trainees and staff contact information. When contacting trainees and staff, please ask how they would prefer to be in communication (e.g., phone or email).
How diverse is UC Berkeley’s student body? UC Berkeley’s community has rich cultural, ethnic, social, and socioeconomic diversity in which every state and over 100 countries are represented. Over half the undergraduates are people of color; 5,000 are re-entry students; 2,200 are international students; 3,200 are immigrants and refugees; and 68% receive financial aid. Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are also represented at UC Berkeley and there are several active LGBTQ organizations on-campus.
What are you looking for in an intern? The majority of our doctoral and post-MSW interns have previous practica experience in counseling centers, experience providing brief therapy and experience with crisis management. The doctoral interns will also have some knowledge of career counseling and assessment. As a staff, we value diversity both in terms of learning from each other and from the students we serve. Applicants that are able to articulate how diversity has impacted them on a personal and professional level tend to be a good fit with our training program. Similarly, we are looking for individuals who enjoy working collaboratively in a multidisciplinary team setting.
Do you look at social networking sites as part of the evaluation process? Currently, we do not seek out information from social networking sites as part of our evaluation process.
Can I receive specialized training in some clinical area? You will definitely get specialized training in providing multiculturally competent brief therapy; crisis management; and group therapy. In Social Services the post-MSW's will get training in AOD, newly diagnosed illness, pregnancy, eating disorders and domestic violence. Other specialized training (e.g., specific clinical issues, couples counseling, specific populations) can occur through individual supervision. However, this needs to be discussed with the Training Director and your individual supervisor. If you have specific training goals/needs that are not specified in our materials please ask before, or during, the interview so we can discuss the possibilities.
Do you provide telemental health? Yes, during the COVID-19 pandemic, we are providing almost all mental health services remotely through phone and Zoom video. These services individual counseling, group counseling, outreach workshops, urgent drop-in, among other clinical services. Doctoral interns are issued laptops so they can work from home exclusively during the pandemic. In rare cases, interns have the option to meet in person with clients in the big group room where social distancing can be practiced. These in-person sessions are limited to high risk clients needing in-person support. Although most interns work from home full time during the pandemic, they also have the option to choose to work in the office on some days.
How many long term clients do I get to have? Two. However, the clients you see for longer-term therapy need to fit specific criteria that you will discuss with your supervisor and colleagues in case conference.
Please describe opportunities for crisis counseling. All interns and fellows serve on a TRAC (Triage, Referral, Assessment and Consultation) team that is typically a two to four hour shift where you will see students who are in varying levels of crisis or who state that they need to be seen today (rather than simply making an appointment). During TRAC you also take phone calls from staff, faculty, and parents concerned about a student.
Are there opportunities for testing? There are a number of assessments available for doctoral interns to use in working with students. Our staff primarily uses the Strong Interest Inventory, Myers-Briggs Type Indicator, MMPI-II, and depression and anxiety inventories. Our interns are also introduced to assessments used in the screening and diagnosing of ADHD. In the assessment seminar you will learn about these assessments and others that you might choose to use in your clinical work.
Are there opportunities to do outreach? Yes. Interns play an important role in our outreach to the campus. CAPS and SOS frequently get requests from the campus to do workshops, trainings, and other preventive mental health programs as well as doing proactive outreach work to the campus to reach underserved populations. CAPS and SOS does approximately 100 outreach events/year. Interns are expected to be involved in these outreach efforts (the expectation is that interns will be involved in approximately 4 programs per semester) and to develop their skills and comfort level in leading such programs. In addition, interns are paired with senior clinicians to respond to urgent outreach requests (e.g., crisis debriefings, responses to campus emergencies), which may involve evening work. Finally, doctoral interns have served as liaisons to residential life (dormitories), providing consultation to resident advisors and resident directors, as needed.
Will doctoral interns be able to provide supervision? Most likely. Every year we do our best to have doctoral interns supervise our career practicum interns. However, sometimes we have fewer career interns than we do doctoral interns. All doctoral interns participate in the Supervision of Supervision seminar and every effort is made to have interns, especially those without prior supervision experience, supervise for at least one semester.
How are supervisory assignments made? During the summer interns are sent an email asking, among other things, what their goals are for supervision and what they would like in a supervisor. The training staff meets to discuss possible matches based on the stated interests and goals of the incoming doctoral intern. Similarly, staff also have a say in whom they would like to work with based on their availability and own interests.
Do interns have an opportunity to lead groups at CAPS and SOS? Yes, we welcome intern involvement in our group program. CAPS and SOS offers a range of therapy, support and psycho-educational groups each semester. Interns are encouraged each year to co-lead at least one group with a post-doctoral fellow or senior staff member. Group leadership assignments are based both upon the clinical needs of the group program and the training needs of an intern. In the fall, interns are typically assigned to lead a Managing Stress, Anxiety, and Depression group.
Will you accept a 4th letter of recommendation? We will accept it but we may not read it. Given the number of applications we receive and the short time allotted before we need to make very important decisions (i.e., who to interview) we suggest only sending 3 letters from individuals you believe can best speak to your skills and areas for growth. This will ensure we read your best letters of support.
How would you characterize the culture of the Counseling Center? We like to have fun with each other, love working with college students, and enjoy celebrating each other's accomplishments (with food). That said, this is a fast-paced setting that is highly utilized. Thus, there can be increased stress during certain times of the year when demand for services is high. We continually look at how we can better meet the need for student access while at the same time monitor self-care.
Are staff involved in research? A few members are involved in research and publishing. However, there is no formal program of research taking place at Counseling & Psychological Services. The 2011-2012 doctoral interns decided (in collaboration with the Director of Training) to work on a group research project examining, among other things, the internship application process. This was possible because they were done with their dissertations (or far enough along) and able to use their 2 hours of weekly research time to conduct the project. The 2012-13 doctoral interns researched social justice training at APPIC member postdoc programs. The latter was presented at APA. 2017-2018 interns presented a presentation at APA titled: "Campus-wide crisis response in university and college settings with underrepresented student groups".
Are there opportunities to teach? There is no formal opportunity to teach on an ongoing basis; however, there are opportunities to guest lecture. In the past, some interns have taken adjunct teaching positions at neighboring universities (e.g., University of San Francisco, Santa Clara, and the Wright Institute).
Will I get my own office? Our hope is that every doctoral and post-MSW fellows would have their own office. For the past several year interns and fellows have had their own assigned offices. We are in the process of identifying office space in the Tang Center and on campus to accommodate our growing staff.
Will I have access to computers? Of course. Each office is equipped with Microsoft's Office Suite, Outlook Email, Internet Explorer, and PnC (Point and Click) which allows access to patient information. All notes are done electronically.
How many applications do you typically receive and how many applicants will remain under active consideration after interviews? Last year we received 126 applications for the doctoral internship, interviewed 40, and ranked 36.
Do I need to call you after the interview to "show interest" and hopefully improve my chances of getting ranked high? No. However, feel free to contact us if you have any questions that are not addressed on our website or that were not addressed during the interview. Email is often the easiest way to reach us.
Do you have an Open House? Previously we have hosted an Open House for intern applicants who received an interview. We have not decided if we will host an open house this year.
What do interns do after they leave? All kinds of things. Usually two out of the three doctoral interns complete a postdoctoral fellowship to gain hours for licensure (sometimes with us); many interns apply for staff positions in counseling centers; some go on to teach at universities; and a few interns have left to work as consultants. Post-MSW insterns work in a variety of settings to continue to gain hours for licensure. Some have gone on to get positions at eating disorder outpatient clinics, county mental health and counseling centers. Some find community practitioners to supervise them in their private practice.
Do doctoral interns and post-MSW fellows get preferential consideration for job openings? Not really, although several doctoral interns, post-MSW fellows and postdoctoral fellows have joined our staff at some point after finishing their training experience. Having worked here helps you understand the challenges and rewards of working at CAPS and SOS and thus gives any applicant somewhat of an advantage during an interview.
How do doctoral interns and post-MSW's survive on the stipend? It is a challenge but many of our interns have found creative ways to get by on the salary. We suggest contacting current interns directly for more information about this particular issue.
My program requires that internship sites complete our own university's evaluation form. Will you do that? At the end of every semester, the Director of Training sends the Academic Training Director a letter summarizing the intern's performance to date along with a copy of the primary supervisor's evaluation of the intern. Therefore, if you are enrolled in an academic training program that requires additional training contracts and/or evaluations, these will not be completed by our training staff. Your program may choose to use the data from our evaluations to complete their own forms. You are strongly encouraged to consult with your Director of Clinical Training or Claytie if you have questions about this policy.
Could you describe the diversity of your staff? Our counseling center prides itself with the diversity of the staff. Our staff is diverse with respect to age, gender, ethnicity, ableness, sexual orientation, religion/spirituality, and size. In addition, theoretical orientations and areas of expertise vary among staff members.