Redfern Health Center

APA Accredited Psychology Internship Program

Training Philosophy

The psychology internship year is the culmination of a formal education process through which trainees learn to apply the breadth of their psychological knowledge to their professional roles in the field. The internship program at CAPS uses the practitioner-scholar model to promote the development process in which interns move from the role of student to that of colleague. Interns are encouraged to take an active role in tailoring their training to meet their professional goals, interests and developmental needs as they complete the required elements of the internship.

Interns receive scholarly training and supervision while participating in a broad range of activities that occur in university counseling centers. The center offers training experiences designed to help interns further develop their clinical skills, ethical decision-making abilities and professional identity in order for them to function as generalists in applied settings. Pursuant to those goals, interns are trained and supervised in providing clinical services, supervision, crisis intervention, consultation and community outreach, as well as working within a larger organizational system.

Recognizing that interns begin the internship with unique interests and abilities, an effort is made to individualize the training program to meet their specific goals. During the initial weeks of the internship year, the interns become aware of the requirements of internship, the services CAPS provides, and the role they play in providing these services. The intern, the Coordinator of Training, and supervisors then collaborate to identify the training needs and goals of the interns.

Given the recent movement of the discipline of psychology toward a Health Service Psychology model, CAPS is in an excellent position to provide interns the training experience of working alongside medical professionals in a multidisciplinary health care setting. CAPS is housed geographically and administratively within Redfern Health Center, which is an integrated health care facility that offers a range of services to students. Redfern Health Center is proud to be accredited by The Joint Commission, and this distinction reflects our commitment to uphold high standards of quality in both our delivery and administration of health care services. CAPS is one of a small number of university counseling center internship programs that can afford interns the unique opportunity to consult and collaborate with medical staff to provide comprehensive health care services to our students.

While the majority of training occurs in the context of supervision and service delivery, interns also participate in professional consultations and discussions, committees, seminars and case conferences to complement their training and prepare to assume the role of a psychologist in the field. The CAPS staff believes that personal development and maturity are cornerstones of professional competence and identity. An extended effort is made to provide a supportive environment that models and attends to personal growth.

Internship Goals and Competency Areas

Internship Goals

Congruent with our Practitioner-Scholar Model of training, the program is committed to preparing psychologists to practice at an intermediate to advanced level of skill and knowledge within our discipline.  CAPS provides a wide range of services and activities that give the Interns a realistic view of the practice of psychology. This process is enhanced and facilitated by the dedication of our staff in providing support and training from their diverse perspectives, histories, and professional backgrounds. Thus, our program strives toward these aspirational goals:

  1. To provide Interns with a wide range of professional activities in order to ensure a well-rounded training experience.  
  2. To foster and promote the integration of the science of psychology and the professional practice of psychology, and promote the mutually influential relationship between the two.
  3. To nurture the development of a strong psychologist identity that is congruent with each Intern’s personal values.
  4. To support the development of ethical integrity in our Interns as future psychologists.
  5. To nurture the Interns’ professional development and self-confidence and to prepare them for employment in the profession of psychology.
  6. To increase the Interns’ appreciation and awareness of individual differences and to improve their multicultural competency.

Internship Competency Areas

In order to achieve these goals, the program has identified 13 Competency Areas in eight Categories. Competency in the eighth category is optional, but basic competence in the first seven categories is expected of the Interns as a requirement for Internship completion.  As basic competence is attained, the Intern is expected to fulfill program requirements as specified in the descriptions of the various areas of coordination. The 13 Competency Areas are indicated below by numbers in parentheses.

Category I: Professional Behavior
a. Ethics (1)
b. Professional Development / Integration of Professional Identity (2)

Category II: Counseling and Psychotherapy
a. Diagnostic Interviewing / Treatment Planning / Termination (3)
b. Identification of Psychopathology (4)
c. Crisis Intervention (5)
d. Medical Consultation / Referral (6)
e. Multicultural Counseling (7)

Category III: Group Service (a or b) (8)
a. Process / Unstructured Groups
b. Psychoeducational / Support Groups

Category IV: Psychological Assessment (9)
a. Assessment Skills and Knowledge

Category V: Consultation and Outreach
a. Program Development and Presentation Skills (10)

Category VI: Research
a. Dissertation / Doctoral Project (11)
b. Intern Research Project (12)

Category VII: Provision of Supervision (a & b) (13)
a. Supervise a Trainee in the
CAPS Counselor Internship / Psychology Practicum Program (CIPPP)
b. Supervision Skills and Knowledge

Category VIII: Optional Rotations
a. Marshall I. Pickens Psychiatric Hospital

Attainment of Skill Competency 

Our program has created operational definitions for each competency area under its respective category.  Interns are to expected to demonstrate an intermediate to advanced level of proficiency in each competency area in order to complete the internship.  Although attainment of Multicultural Counseling competency (7) is a process that extends throughout a psychologist’s career, competency will be estimated relative to the developmental status of the Intern throughout the Internship year.  

Internship Program Requirements 

The general requirements listed below are based upon the 13 Competency Areas defined within the CAPS Internship, and do not include many various supervisory, administrative and agency-related requirements that Interns are also expected to complete (e.g., completion of all documentation, attendance at supervision and training seminars, etc.). This list is subject to change during the course of the Internship year, depending upon agency demands and the individual progress of each Intern. 

  • 2000 hours of overall service, full-time, 40 hours per week
  • 500 hours of Direct Clinical Service, including individual, couples, group, triage, testing, on-call, outreach, consultation, and provision of supervision
  • Completion of no less than seven (7) Outreach Activities
  • Creation and Implementation of an Original Outreach Project
  • Completion of an Intern Research Project
  • Supervision of a Counselor Trainee, Fall and Spring Semesters
  • Delivery of a Training Seminar to the CAPS Staff

Clinical Service Training Activities

  • Individual/Couples Counseling and Psychotherapy. Interns accrue experience in treating students with a wide array of presenting issues, from adjustment and developmental concerns to more severe psychopathology. The cultural diversity and uniqueness of clients is affirmed and valued. Interns maintain a caseload of 14 to 17 individual and couples clients.
  • Group Counseling. Interns co-facilitate one or more counseling groups each semester. An intern and a senior staff member co-lead these groups, and the senior staff member provides supervision. Group offerings vary from semester to semester, and groups vary from general process groups to specialized groups for students with grief issues, eating disorders, substance misuse issues, anxiety, depression, and the like. Interns may also co-lead psychoeducational workshops that help students build coping resources and develop mindfulness skills.
  • Provision of Supervision. Interns will have the opportunity to supervise graduate level counselor trainees from the CAPS Counselor Internship/Psychology Practicum Program (CIPPP), depending on the number of CIPPP trainees accepted into that program. Interns will provide one and one-half hours per week of individual clinical supervision for their assigned CIPPP trainees.
  • Outreach Programming and Consultation. Outreach programming aims to provide preventive psychoeducation or early intervention to students. Interns initially complete outreach presentations with a senior staff member, and later in the year an intern may conduct outreaches on her/his own. Interns are required to complete a minimum of eight (8) outreach presentations and activities during the year. CAPS regularly provides valued consultation services to the university community, and this role is integrated into the internship experience.
  • Crisis Intervention. CAPS provides 24-hour on-call emergency service. Staff members, including interns, are responsible for providing triage services to students during regular office hours. Each CAPS staff member is responsible for working a weekly shift in which they meet with students who come to our walk-in triage clinic. CAPS also has a staff member available after hours to take emergency calls from students, faculty/staff, or parents. Interns are included in this on-call experience in the spring and summer semesters, after they have accrued experience with triage in the fall.
  • Crisis Debriefing. From time to time a traumatic incident on campus requires CAPS staff members to conduct debriefings or other types of interventions for groups of students, faculty, and/or other University employees involved. Interns can co-facilitate these activities with senior staff members.

Core Training Activities

  • Individual Supervision. Each intern will be matched with a primary supervisor for two (2) hours of individual supervision per week. Interns work with two (2) or three (3) different primary supervisors during the year. In addition, interns may elect to receive secondary supervision from other CAPS staff members. Supervisory assignments are based on intern requests and the training staff's assessment of each intern's developmental needs.
  • Supervision of Supervision. Interns will receive one and one-half (1.5) hours per week of group supervision focused on their primary supervision of CIPPP trainees. 
  • Group Counseling Supervision. Supervision of group counseling is provided by the senior staff member with whom the intern co-facilitates a group.
  • Case Conference. Interns participate in weekly case conferences. Interns, senior staff, and other CAPS trainees present cases on a rotating basis. Discussion centers on case conceptualization, diagnostic and treatment concerns.
  • Intern Support and Intern/COT Meetings. Interns gather one (1) hour every other week to share their experiences and offer mutual support. Interns have significant input into how this time will be spent. On alternate weeks, interns meet for one (1) hour with the Coordinator of Training. The structure of these meetings may be informal or formal depending on intern interest or need, but typically focus on professional development and clinical issues.
  • Orientation. The interns spend the first few weeks of the internship learning the policies and procedures of CAPS, Redfern Health Center, and Clemson University. The interns will also participate in activities designed to assist them in becoming familiar with the university at large. A variety of workshops and presentations are included in the orientation.
  • Training Seminar. Senior staff members, interns and special guests present seminars on professional and clinical issues for two (2) hours each week. The seminars combine didactic and experiential learning, and focus on current clinical and professional issues. Examples of seminar topics include, but are not limited to multicultural issues in counseling, group techniques, diagnosis, case conceptualization, hypnosis, dealing with grief, legal and ethical issues in counseling, suicide, and working with clients with eating disorders. Training seminars frequently offer opportunities for self-exploration and personal growth as part of a holistic learning process that continues throughout ones professional career.
  • Administrative Activities. Interns participate in staff meetings, committee meetings, and various staff retreats throughout the year. CAPS provides time for these and other administrative responsibilities.

Specialized Training Opportunities

These specialized training opportunities supplement an intern's core training activities.

  • Research Emphasis. Interns spend two (2) to four (4) hours per week on research projects. Interns can use this time for the dissertation or doctoral project during fall semester and will participate in a CAPS-related research project during spring and summer semesters. Projects will be developed in conjunction with the Coordinator of Research and may include working with a senior staff member for an ongoing project, developing a project with fellow interns, or working on an independent project. Currently, CAPS is engaged in an effectiveness study for group treatment of alcohol and drug issues. Other projects include evaluation of CAPS programs, client satisfaction survey research, and the development of treatment outcome-oriented research.
  • Inpatient Emphasis (summer only). Our internship program has made arrangements with  Marshall I. Pickens Hospital, a private psychiatric facility, for interns who want to gain experience assessing and treating inpatient populations. The rotation focuses on the assessment of children and adolescents in an acute care, inpatient unit. Interns who choose to complete this rotation typically work about ten (10) hours per week at this facility during the summer semester.

Evaluation and Feedback

  • Evaluation of Interns. All CAPS staff members provide feedback to assist with the evaluation of interns. Primary supervisors and some program coordinators formally evaluate each intern's progress at the end of every semester. Evaluators assess current strengths and areas for growth, and evaluations are used to focus the next semester’s supervision. The Coordinator of Training gives each intern a complete description of the evaluation procedures at the beginning of the year. Less formal evaluations are scheduled mid-semester in the fall and spring. At the end of fall semester and at the end internship, a summary of each intern’s progress is sent to the intern’s graduate program to document the intern’s participation in training activities, and to note each intern’s developmental achievements over the course of the internship. 
  • Evaluation of Supervisors and Internship Program. Interns are asked to evaluate their supervisory experiences and the internship program at the same time they are being evaluated. This information is used to make agreed-upon adjustments in the methods of supervision and training to better meet intern needs, and to improve the quality of our training program.

Summary of Weekly Activities During Internship

Based upon the information given above, an intern’s weekly schedule is summarized in the table below.

Activity Hours/Week Subtotal
1.  Direct Service Delivery

a.  CUNow / Triage  (walk-in clinic)

2.5
b.  Diagnostic Interviews, Individual and Couples/Family Counseling 13.5
c.  Group Counseling 1.5
d.  Supervision Provided by Intern 1.5

e.  Optional Rotation and/or Outreach (not counted in Service Delivery subtotal)

(0.5-10.0)  =19.0
2.  Supervision Provided to Intern
a.  Primary Individual Supervision 2.0
b.  Supervision of Supervision 1.5

c.  Optional Rotation Supervisor (not counted in Supervision subtotal)

(1.0)
d.  Group Supervision (depending on group type) 0.5-1.0
e.  Intern/COT Consult or Peer Intern Meeting 1.0  = 5.5
3.  Training / Professional Development / Research
a.  Training Seminars 2.0
b.  Case Conferences / Treatment Teams 1.0
c.  Dissertation / Research Time** 3.5  = 6.5
4.  Administrative Activities**
a.  Meetings: Staff, RHC Committees, etc. 1.0
b.  Paperwork/Report Writing 8.0  = 9.0
TOTAL Hours Per Week  = 40.0

* These time allocations are approximate and are subject to change.
**During the Spring and Summer semesters, dissertation hours are re-allotted to 2-3.5 hours for Intern Research Project time in Section 3. Interns may contract to spend part of their research hours continuing to work on dissertation if not completed, but must be engaged in an intern research project in spring and summer semesters.

Internship Faculty and CAPS Staff

Each CAPS staff member offers valuable contributions to the internship experience, including supervision, mentoring, consultation, evaluating interns, giving them feedback, and providing support to interns as they evolve into psychologists. CAPS senior staff members have different training backgrounds, thus they will provide different types of training experiences.

Primary supervision and all other forms of training are provided by the following CAPS senior staff members:

  • George Atkinson, Ph.D., is a licensed psychologist. He arrived in Clemson after completing his internship with the Student Counseling Service at Texas A&M University. He finished his doctoral work in counseling psychology at the University of Memphis. His professional interests range from the use of hypnotherapy repetitive patterns, enhancing performance and relationship issues to testing for learning disorders and assessing for adult ADHD. Dr. Atkinson has served a five-year term on the S.C. Board of Examiners in Psychology. At CAPS, he serves as Associate Director and CAPS Coordinator of Testing and Evaluation Services.
  • Raquel Contreras, Ph.D., is a licensed psychologist and became CAPS Director in July 2002. Prior to joining CAPS, she was the Director of Psychological Services at the International Pain Institute-Texas Tech University Health Sciences Center. She has also served as Associate Director and Coordinator of Training at the Texas Tech University Counseling Center. As a site visitor for the American Psychological Association’s Office of Program Consultation and Accreditation, she has conducted numerous accreditation reviews. Dr. Contreras works from a psychodynamic orientation with integrative interventions. She is English-Spanish bilingual and emphasizes multicultural competence. Her professional interests include administration, multicultural competencies, training and supervision.
  • Laura Haley Creel, Ph.D., is a licensed psychologist and the CAPS Coordinator of Psychology Internship Training. She earned her doctorate in counseling psychology from Auburn University in 2006. She arrived at Clemson in fall 2006 after completing her psychology internship and doing postdoctoral work at the University of Oregon Counseling and Testing Center. Dr. Creel works from a psychodynamic and existential theoretical orientation, and was trained as a generalist. Her professional interests include eating disorders, physical and sexual trauma, relationships, women's issues, personality disorders, psychoeducation for college students and training/supervision.
  • Birmagidra M Gainor, Ph.D., is a licensed psychologist and the CAPS Coordinator of Research Services. She earned her doctorate in counseling psychology from the University of Georgia in 2010. She arrived at Clemson in Spring 2013 after working as the Director of Counseling Services at Columbia College, Columbia, SC. Dr. Gainor works from an interpersonal theoretical orientation with emphasis on the relationship. Her professional interests include use and misuse of technology, LGBTQQIA+ issues, alternative lifestyles, relationships, alcohol and other drug issues, and training/supervision.
  • Janelle Lenhoff, Psy.D.,  is a licensed psychologist and the CAPS Coordinator of Eating Disorder Services. She earned her doctorate in clinical psychology from the Massachusetts School of Professional Psychology in 2011. After working in an outpatient mental health setting affiliated with Massachusetts General Hospital for several years, Dr. Lenhoff relocated to South Carolina to begin her position at Clemson University. She works from a psychodynamic and relational perspective and utilizes a strengths based approach.  Dr. Lenhoff has worked in a variety of settings including community mental health, school settings (elementary and college), inpatient, forensic, and outpatient. Her professional interests include eating disorders, body image, self injury, relationships, and positive psychology. 
  • Christopher Ruth, Ph.D., is a psychologist under postdoctoral supervision for licensure, and the CAPS Coordinator of Group Services. He earned his doctorate in counseling psychology from West Virginia University in 2013 and is licensed as an LPC in the state of Georgia. A former CAPS intern, he returned to CAPS spring 2013. While working from an integrative perspective, Dr. Ruth conceptualizes clients’ concerns from a psychodynamic (primarily Self Psychology) and existential perspective. He was trained as a generalist and his professional interests include mindfulness, anxiety, men’s issues and family of origin issues.
  • Harold Stevens, Psy.D., is a licensed psychologist. He arrived at Clemson in 2003 after working at Texas Tech for 10 years where he served as a staff psychologist and Assistant Director. His professional interests are in multicultural issues, supervision and the process of therapy. At CAPS, Dr. Stevens serves as Associate Director and the CAPS Coordinator of Counselor Internship/Psychology Practicum Program (CIPPP).

With the exception of primary supervision, additional forms of training and support can be provided by the following CAPS Senior Staff members:

  • Kelly Bollinger, M.Ed., LPC, CACII, is a licensed professional counselor, a certified addictions counselor, and the CAPS Coordinator of ACTT, which stands for Assessment, Choices, Training and Transitions. ACTT provides clinical services for Clemson students who have alcohol and other drug-related issues. The program includes assessment, group and individual counseling, and prevention education. Ms. Bollinger earned her graduate degree from Clemson University.
  • Molly Drilling, M.S., is a staff counselor and the Coordinator of the CAPS Undergraduate Internship (CUI) Program. She also serves as the CAPS Liaison to Clemson Student Veterans. Ms. Drilling is currently pursuing her doctoral degree in counseling psychology from the University of Akron and completed her psychology internship here at CAPS in 2013.
  • Erin S. Kornahrens, LPC, is a licensed professional counselor and the CAPS Coordinator of the Mood Disorders Program. Ms. Kornahrens helps facilitate on going workshops focused on helping clients increase positive coping skills for depression. She conducts group, couples, family, and individual therapy within the CAPS program. Her background includes training in trauma, grief, and Cognitive Behavioral therapy. Ms. Kornahrens earned her graduate degree from Columbia International University in Columbia, SC.
  • Chana Land, M.Ed., LPC, is a licensed professional counselor and the CAPS Case Manager. Ms. Land oversees the case management process to ensure that all students who seek services are matched with a counselor or group, or are given appropriate referrals. Ms. Land earned her graduate degree from Clemson University.
  • Amy Massingill, M.Ed., LPC, is a licensed professional counselor and the CAPS Coordinator of Triage Services. Ms. Massingill monitors the provision of triage services through our walk-in clinic, CUNow. She assists the CAPS Case Manager in ensuring that students who seek services are matched with a counselor or group, or are given appropriate referrals. Ms. Massingill earned her graduate degree from Clemson University.
  • Bailey Nevels, Ph.D., is a psychologist under postdoctoral supervision for licensure, and she serves as the CAPS Coordinator of Psychological Health Services for Student Athletes. Dr. Nevels delivers clinical, outreach, consultation, and educational services to Clemson’s student athletes. Dr. Nevels earned her doctoral degree in counseling psychology from University of Georgia and completed her psychology internship here at CAPS in 2014. 
  • Josh Queen, M.Ed., LPC, is a licensed professional counselor and the CAPS Coordinator of the LPC-I Training Program. This level of training at CAPS is designed to provide the professional development and clinical experiences needed for Master's level counselors to obtain licensure for independent practice in South Carolina. Mr. Queen earned his graduate degree from Clemson University.

The CAPS administrative staff plays a vital role in the day-to-day functioning of our agency, and they provide invaluable support and assistance to interns throughout the internship year. Shayna Arrowood serves as CAPS Administrative Assistant and Hali Sullivan serves as CAPS Administrative Specialist. In addition, CAPS employs part-time clinical staff members who have diverse training backgrounds and can also contribute to the internship experience by providing support, consultation, and feedback.

Internship Application Qualifications and Requirements

Applicants for the CAPS Psychology Internship program are evaluated in a holistic way, with consideration given to appropriate fit with our agency's culture, and values. In addition to evaluating applicants based on our minimum requirements and preferred qualifications, we consider each applicant's career goals and how our agency could provide the requisite experience the applicant seeks. We also consider how each applicant could contribute to our staff in terms of cultural diversity and diversity of personal, training, and previous work experiences. 

CAPS Minimum Requirements for Applicants:

  • Enrollment in an APA-Accredited Clinical or Counseling Psychology program.
  • Successful completion of the Comprehensive Exams by the CAPS application deadline.

CAPS Minimum Preferred Qualifications of Applicants:

  • Completion of the dissertation proposal prior to the start of Internship.
  • Completion of 500 direct service hours, with 400 hours devoted to individual counseling and 100 hours devoted to assessment. Direct service hours accrued pursuant to a terminal master’s degree are counted in this total.
  • Experience in conducting group counseling.
  • Coursework and/or experience in providing clinical supervision to trainees.
  • Experience working in a university counseling center or working with college-aged clientele.
  • Experience in the assessment of personality, intelligence, achievement, and cognitive abilities, including the administration, scoring, and interpretation of various instruments.
  • Experience in writing comprehensive/integrated assessment reports.

Many of our applicants meet all of our requirements and qualifications, and some do not, but all applicants are given equitable and respectful consideration in our application review process. We do not expect interns to come to us as finished products, since we at CAPS do not consider ourselves to be finished products. We are “works in progress,” and intern applicants who view themselves in this way tend to be a good fit for our agency. Applicants who are motivated to learn, who value teamwork, and who can be flexible and tolerant of the vicissitudes of working in a university counseling center also tend to be a good fit here at CAPS.

Internship Selection Process and Applications

  • The prospective intern should be a doctoral candidate from an APA-accredited program in counseling or clinical psychology who has successfully completed all course work and passed all qualifying examinations. At least 500 intervention and assessment hours should have been accrued during doctoral practica experiences upon submission of the internship application.
  • Completion of the Dissertation Proposal is preferred. Completion of the Dissertation is strongly encouraged.
  • Applications should be electronically submitted by November 5. 

To apply, please submit the following:

  1. APPIC Application for Psychology Internship (AAPI).
  2. Three letters of reference.
  3. All standard information submitted to National Matching Services is sufficient.

Application Review: The CAPS intern selection process occurs in three (3) stages: initial screen; detailed review; and interview. The Coordinator of Training completes the initial screen by reviewing all submitted applications to evaluate whether or not each applicant meets minimum criteria set by CAPS for further consideration. The remaining eligible applicants are evaluated by the CAPS Internship Selection Committee who complete a detailed review of the application materials. After the detailed review, approximately thirty (30) qualified applicants are chosen for a phone interview. At any point in the screening process, any applicant who is no longer being considered will be notified by e-mail of her/his change in status. By December 15, all applicants will be notified of their interview status. It is important to note that CAPS typically sends these notifications on December 15.

Interview, Follow-up, and Ranking: Applicants selected for the phone interview will be sent an e-mail invitation along with scheduling instructions. Interviews typically occur in early January. The interview is 30-45 minutes in length, and multiple CAPS Staff Members participate. Applicants are encouraged to ask questions about our site, and time is allotted for that purpose. After the interview, each applicant will contacted by a current CAPS Psychology Intern or Staff Member to give applicants an additional opportunity to ask questions. The follow-up phone contact is done out of courtesy and is not evaluated. Once all interviews are completed, the CAPS Internship Selection Committee will rank the interviewed applicants and the Coordinator of Training will submit the rankings to the Internship Matching Program. Occasionally, an applicant will be dropped from consideration after the interview is completed.

Site Visit: While CAPS does not conduct on-site interviews or open house events, prospective applicants are welcomed and encouraged to visit our facility. Applicants who wish to visit our site are asked to notify the CAPS Coordinator of Training in advance of their arrival to ensure that we will have staff available to conduct a tour and/or answer questions. Please note that site visits in no way affect applicant ranking decisions, and we at CAPS abide by all APPIC Match Policies (see below).

Selection: Upon a successful match, entry into the CAPS Psychology Internship Program is contingent upon completion and acceptance of the Clemson University employment application. In addition, matched internship candidates are required to undergo a Pre-Employment Investigation, which will include a criminal records check, loan default check, and a national sex offender registry check. Matched internship candidates will be accepted into the CAPS Psychology Internship Program pending favorable background investigation results. For more information or questions about this policy, please contact Clemson University's Office of Human Resources at: 864-656-2000.

Internship Dates and Benefits

  • The 2014-2015 internship year begins August 1 and ends July 31. For 2015-2016 the internship year will begin July 16 and end July 15.
  • The stipend is $24,072 and interns receive health, dental, and life insurance benefits, as well as retirement planning options.
  • As full-time university employees, Interns accrue 9.38 hours of paid annual and 9.38 hours of paid sick leave per month. They also receive 13 paid official university holidays.

Accreditation Status and Professional Affiliations

Counseling and Psychological Services is housed within Redfern Health Center, which is an integrated health care facility accredited by The Joint Commission. CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and the Association of Counseling Center Training Agencies (ACCTA). The Psychology Internship Program is accredited by the American Psychological Association (APA), and was first accredited by the APA Commission on Accreditation (CoA) in 2004. CAPS was reaccredited in 2009 for seven (7) years. For further accreditation information, contact the Commission on Accreditation, 750 First Street NE, Washington, DC 20002-4242. Telephone: 202-336-5979. TDD/TTY: 202-336-6123.

Internship Matching Program: Our site is registered to participate in the APPIC Internship Matching Program. To be considered for our site, applicants must be registered with National Matching Services

  • Our APPIC member number is 1720.
  • Our APPIC Internship Matching Program code is 172011.

APPIC: We follow APPIC Internship Matching Program policies for the internship selection process. As such, 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 (APPIC Match Policies, 2014-2015, Item 5a). APPIC guidelines are available at http://www.appic.org.

For additional information, contact:
Laura Haley Creel, Ph.D.
Coordinator of Psychology Internship Training
Phone: 864-656-2451
Fax: 864-656-5034