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Internships and Training


As a training agency for psychology and counseling students, Counseling and Psychological Services (CAPS) affirms the value of research in contributing to the field of psychology and in evaluating the effectiveness of the program. CAPS offers an excellent model for students interested in conducting research. CAPS’ affiliation with various departments facilitates opportunities for research and access to research expertise and resources.


The City of Clemson is located in the northwest corner of upstate South Carolina near the borders of Georgia and North Carolina. Nestled in the foothills of the Blue Ridge Mountains and adjacent to Lake Hartwell, the area provides an excellent view of the mountains to the north and west. Nearby are a number of other scenic lakes, cascading waterfalls and mountain vistas. Residents enjoy a number of outdoor activities such as hiking, kayaking, white-water rafting, sailing, rock climbing, camping, mountain biking, as well as fishing and boating.

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Learn More About Things to Do in Clemson

Although Clemson is considered rural, there are a number of small and larger cities close by. The City of Anderson is located about 20 minutes away and offers a wide variety of services, dining and shopping. Greenville, S.C. is about 40 minutes away and has a population of about 70,000. The city is home to a number of dining options and community activities.

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For those longing for larger cities, Atlanta is located two hours south of Clemson while Charlotte, N.C. is located about two-and-one-half hours north of the area. Both are easily accessible via I-85. Finally, for those craving the mountains, Asheville, N.C. is located less than two hours away to the east.

Welcome to Clemson University and Counseling and Psychological Services (CAPS)! The CAPS staff hopes the information below will provide the public and prospective Internship applicants with a general understanding of our APA-Accredited Psychology Internship Program.

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 CAPS staff is committed to promoting the training and education of generalist psychologists to serve the public in the most effective, knowledgeable, professional, and respectful way possible. The Internship program at CAPS uses the practitioner-scholar model to guide the development of interns as they transition from the role of a student to that of a colleague who is prepared for entry-level practice in psychology.

Interns receive scholarly training and supervision while participating in a broad range of activities that typically occur in university counseling centers. These training experiences are designed to help interns hone their clinical skills, ethical discernment and decision-making abilities, sensitivity to diversity, supervisory skills, and professional identity to prepare them to function as generalists in applied settings. To facilitate their growth, interns are trained and supervised as they provide clinical services, supervision, crisis intervention, consultation, and community outreach while learning to function as psychologists within a larger organizational system.

CAPS staff members realize that providing the opportunity to pursue individual interests and abilities is an important part of the internship experience. As a result, interns are encouraged to individualize some elements of their training to meet goals they have set for their internship year. During the initial weeks of the Internship year, interns are provided additional information about the requirements of the Internship, CAPS services and the role interns have in providing these services. As the training year progresses, the interns, the Coordinator of Psychology Internship Training, supervisors and the CAPS staff collaborate to identify the professional goals, interests and training needs of the interns. Plans and activities are then developed collaboratively with the intern to meet their needs and goals as they complete the requirement elements of the Internship. These interests are balanced with the site’s needs and ability to provide these experiences.

CAPS provides interns with a chance to work in collaboration with medical professionals in a multidisciplinary health care setting. CAPS is housed geographically and administratively within Student Health Services at Redfern Health Center. Student Health Services is an integrated health care facility that offers a range of services to students and is accredited by The Joint Commission. This distinction reflects our commitment to uphold high standards of quality in both our delivery and administration of health care services.

While many elements of training occur in the context of supervision and service delivery, interns experience professional growth by participating in and contributing to interdisciplinary committees, professional consultations and discussions, the internship match process, administrative activities, staff development activities, seminars and case conferences. These training activities are important in preparing interns to become early career psychologists. The CAPS staff believes that personal development and maturity are cornerstones of professional competence and identity. An extended effort is made to provide a safe, supportive environment that models, promotes, and attends to self-reflective practice and personal growth.

To gather more information about CAPS and its service to the Clemson University community, Student Health Services and Clemson University, applicants are strongly encouraged to visit these websites.

Mission Statement: The CAPS Psychology Internship Program aims to serve the Clemson community and the general public while contributing to the discipline of psychology by providing exemplary training experiences in order to prepare responsible, knowledgeable, and skilled health service professionals for entry-level practice as psychologists.

The Psychology Internship at CAPS is constantly evolving alongside the discipline of psychology as it adopts a Health Service Psychology model of education, training, and practice. CAPS is committed to maintaining the highest standards of our profession as we facilitate the professional and personal growth of our interns. We employ the Practitioner-Scholar Model of training to guide our program’s structure and functioning to achieve our mission, with the charge of training psychology interns 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, and prepare interns to serve as generalist practitioners. The training process is enhanced and facilitated by the dedication of our staff to provide support and training from their diverse perspectives, histories, and professional backgrounds. Directed by our mission, the missions, visions and values espoused by Clemson University and the Division of Student Affairs, and the values, principles, and guidelines set forth by our profession, our training philosophy is best described by the beliefs and values outlined below. We utilize all of the above resources in designing and implementing our Psychology Internship Training Program.

  • We believe optimal Internship training must provide interns with a wide range of professional activities in order to ensure a well-rounded training experience that fosters the versatility required of generalist practitioners.

  • We believe optimal Internship training must provide interns with a learning environment that offers safety, support, opportunity, collaboration, collegiality, challenge, respect as a person and professional, and the modeling of appropriate professional behavior.

  • We believe optimal Internship training must promote the integration of the science of psychology and the professional practice of psychology, and foster the mutually influential relationship between the two.

  • We believe optimal Internship training must integrate scholarship, skill development, and the understanding of client context by both modeling and teaching interns to engage in evidence-based practice in psychology.

  • We believe optimal Internship training must increase the interns’ awareness, appreciation and understanding of individual and cultural differences within themselves and others, in order to improve their multicultural competency as they serve a diverse public.

  • We believe optimal Internship training must nurture the development of a reflective psychologist identity that integrates each intern’s personal values, self-concept, and sense of purpose with her/his role as a health service professional.

  • We believe optimal Internship training must support the development of ethical integrity and social responsibility in our interns as future psychologists.

  • We believe optimal Internship training must nurture the interns’ professional development by fostering a balance between self-confidence and self- evaluation, commitment to self-care, and commitment to lifelong learning.

  • We believe optimal Internship training must be carried out by health service professionals who are dedicated to the education and growth of trainees, and who reflect the highest standards of all health service professions by consistently striving to grow in the knowledge, skills, beliefs, and behaviors that reflect their own evolving personal and professional identities.

In keeping with our mission, training philosophy, and training model, the program has identified 13 Competency Areas in nine (9) Categories of Professional Functioning. Competency in the ninth category is optional, but basic competence in the first eight 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

  1. Ethics (1)

  2. Professional Development / Integration of Professional Identity (2)

Category II: Counseling and Psychotherapy

  1. Diagnostic Interviewing / Treatment Planning / Termination (3)

  2. Identification of Psychopathology (4)

  3. Crisis Intervention (5)

  4. Health Services Consultation / Referral (6)

Category III: Group Service (a or b) (7)

  1. Process / Unstructured Groups

  2. Psychoeducational / Support Groups

Category IV: Psychological Assessment (8)

  1. Assessment Skills and Knowledge

  2. Assessment of Psychological Disability

  3. Expanded DSM-5 Diagnostic Assessment

  4. Personality Assessment

Category V: Consultation and Outreach (9)

  1. rogram Development and Presentation Skills

Category VI: Research

  1. Dissertation / Doctoral Project (10)

  2. Intern Research Project (11)

Category VII: Provision of Supervision (a & b) (12)

  1. Supervise a Trainee in the CAPS Counselor Internship / Psychology Practicum Program (CIPPP)

  2. Supervision Skills and Knowledge

Category VIII: Service to a Diverse Community (13)

  1. Multicultural Practice

Category IX: Optional Rotations

  1. Marshall I. Pickens Psychiatric Hospital

Attainment of Skill Competency

The program has created operational definitions for each competency area under its respective category. Interns are required to demonstrate proficiency in each competency area. Although the attainment of multicultural practice competency 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.

The general requirements listed below are both manifestations and outcomes of the 13 Competency Areas defined within the CAPS Internship and do not include many of the various supervisory, administrative and agency-related requirements that interns are also expected to complete (e.g., completion of all documentation in a timely manner, attendance at and participation in 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

  • Satisfactory performance in the internship activities listed below, as indicated by the consistent formal and informal evaluation of interns completed throughout the year

  • A minimum of 500 hours of Direct Clinical Service, including individual, couples, and group counseling, triage, assessment, on-call contacts, outreach, consultation and provision of supervision

  • Completion of the assessment requirement

  • Completion of at least seven (7) Outreach Activities. Outreach activities include, but are not limited to, tabling events, screening days, presentations and debriefings.

  • Creation and implementation of an Original Outreach Project in addition to the seven outreach activities. Interns are encouraged to deliver the original program as early in the internship year as possible.

  • Completion of an Intern Research/Program Evaluation Project

  • Supervision of a Counselor Trainee, fall and spring semesters

  • Delivery of a Training Seminar to the CAPS staff in the spring or summer semester

  • Participation in the Internship Match process to select the following year’s Psychology Interns

  • Membership on a Student Health Services interdisciplinary committee as a representative of CAPS

  • Completion of at least two (2) on-call service rotations. These rotations usually occur during the spring and summer semesters. 

Implementing Regulation C-27 I

  • 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 at least one counseling group during the fall and spring semester. Groups are co-facilitated by an intern and a senior staff member. The senior staff member provides supervision to the intern. Group offerings vary from semester to semester, and groups vary from general process groups to themed groups (i.e., grief issues, eating disorders, substance misuse issues, anxiety, depression, etc.). Interns may also co-lead psychoeducational workshops that help students build coping resources and develop mindfulness skills.

  • Provision of Supervision: Interns supervise graduate level counselor trainees from the CAPS Counselor Internship/Psychology Practicum Program (CIPPP) during the fall and spring semesters. Supervision assignments are dependent on the number of CIPPP trainees accepted into that program. Interns are expected to meet with their supervisee for one-and-a-half (1.5) hours per week in individual face-to-face clinical supervision as well as provide written feedback on notes.

  • 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. Later in the year, an intern may conduct outreaches on her/his own. Interns are required to complete a minimum of seven (7) outreach presentations and one (1) original outreach project. 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.

  • Individual Supervision: Each intern is matched with a primary supervisor for two (2) hours of individual supervision per week. Primary supervisors are Licensed Psychologists who have been licensed for at least three years. Interns work with 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. Readings may be assigned to assist learning.

  • 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 biweekly 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 Peer 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 they 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, Student Health Services 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.

  • Diversity/Multicultural Seminar: Senior staff members, interns and special guests present seminars that relate to multiculturalism, cultural humility/cultural competence and how to bring those issues into the therapeutic relationship biweekly for 90 minutes. Examples of seminar topics include, but are not limited to, intersectionality, understanding privilege and exploring sexual diversity. Seminar sessions frequently offer opportunities for self-exploration and personal growth as part of a holistic learning process that continues throughout one’s 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.

  • Research/Program Evaluation: 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: (Optional, summer only). Our Internship program has partnered with Marshall I. Pickens Hospital, a private psychiatric facility within the Greenville Health System, for interns who want to gain experience assessing and treating inpatient populations. The rotation focuses on the psychological assessment of children, adolescents and adults 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.

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




1. Direct Service Delivery

a. CU Now / Individual Assessment (walk-in clinic)


b. Psychological Assessment, Individual and Couples Counseling, ACTT Clients


c. Group and/or Workshop


d. Supervision Provided by Intern


e. Optional Rotation and/or Outreach, Crisis and/or On-Call contacts (not counted in Service Delivery subtotal)


= 19.0

2. Supervision Provided to Intern

a. Primary Individual Supervision


b. Supervision of Supervision


c. Group Supervision (depending on group type)


d. Secondary Supervision


e. Intern/COT Consult Meeting


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


= 5-6

3. Training /Professional Development /Research

a. Training Seminars


b. Case Conferences / Treatment Teams


c. Dissertation / Research Time**


= 6.5

4. Administrative Activities**

a. Meetings: Staff, RHC Committees, etc.


b. Paperwork/Documentation

7.5 - 8.5

= 8.5-9.5

TOTAL Hours Per Week = 40

* 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 the Intern Research Project in spring and summer semesters.

  • 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 each 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.

Each CAPS staff member, clinical and administrative, possesses valuable skills, abilities, experiences and cultural backgrounds that contribute to and enrich the Internship journey.

CAPS Senior Staff: 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:

  • 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. 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.

  • Birmagidra M Gainor, Ph.D., is a Licensed Psychologist and Assistant Director and 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.

  • Debra Crisp, Ph.D., is a Licensed Psychologist in Kentucky and South Carolina; and Assistant Director. She is also the Coordinator of Psychology Internship Program. She earned her doctorate in counseling psychology from the University of Memphis. Dr. Crisp arrived at Clemson in August 2016 after serving as the Training Coordinator of the Counseling and Testing Center at the Western Kentucky University in Bowling Green, KY for eight years. Dr. Crisp works from an integrative theoretical orientation which emphasizes person-centered, existential, psychodynamic and multicultural psychology. Her professional interests include training and supervision, issues related to first generation college attendance and multicultural competence.

  • 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. 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.

  • Bailey Nevels, Ph.D., is a Licensed Psychologist and 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 in 2014 and completed her psychology internship at CAPS in 2014. She works from a primarily Cognitive-Behavioral framework and integrates Interpersonal Processing, Motivational Interviewing and Dialectical Behavioral Therapy techniques into her work. Her professional interests include student athlete mental health, multiculturalism and diversity, assessment, mindfulness and eating disorders.

  • Christopher Ruth, Ph.D., is a Licensed Psychologist and the Coordinator of Counseling Internship and Psychology Practicum Program (CIPPP). He earned his doctorate in counseling psychology from West Virginia University in 2013. A former CAPS Psychology Intern, he returned to CAPS in spring 2013. While working from an integrative perspective, Dr. Ruth conceptualizes clients’ concerns from psychodynamic (primarily Self Psychology) and existential perspectives. He was trained as a generalist and his professional interests include provision of supervision, mindfulness, anxiety, men’s issues and family of origin issues. He also holds an LPC license in Georgia and has worked in inpatient and community mental health settings.

With the exception of primary supervision, additional supervision, training, and/or support can be provided by the following CAPS senior staff members:

  • Sarah Allen, Ed.S., M.Ed., is a Licensed Professional Counselor Intern and the CAPS Coordinator of CU CARES, Sexual Assault and Relationship Violence. The CU CARES Program serves Clemson students by assisting sexual assault and relationship violence survivors. She works with students to ensure safety and caring for them during the difficult time. Mrs. Allen utilizes a cognitive-behavioral method to work with students to improve thinking patterns and increase positive coping. Her professional interests include trauma, working with college students and self-care.

  • Kelly Bollinger, M.Ed., LPC, CACII, is a Licensed Professional Counselor, a Certified Addictions Counselor and the CAPS Coordinator of Assessment, Choices, Training and Transitions (ACTT) Program—Substance Abuse Services. 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.

  • Heather Cook, M.Ed., LPC, is a Licensed Professional Counselor and the CAPS Case Manager. Ms. Cook 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. Cook earned her graduate degree from Clemson University.

  • Lynne Cory, M.Ed., is a Licensed Professional Counselor Intern and Staff Counselor. She earned her doctorate in recreational therapy in 2004 from the University of Georgia and earned an education specialist degree in clinical mental health counseling at Clemson. Her background includes having expertise in working with individuals with disabilities. Dr. Cory’s guiding counseling framework is solution-focused from a strengths-based perspective.

  • Rachel Francis, LPC, CACII, is a Licensed Professional Counselor, Certified Addictions Counselor and the CAPS Coordinator of Mind/Body Integration Services. She earned her graduate degree from The Citadel in 2006. Ms. Francis conceptualizes through a holistic orientation, working toward improved mental health utilizing a strength-based cognitive/behavioral approach. She incorporates therapeutic yoga and moving meditations into her work. Her professional interests include grief counseling, depressive disorders, mindfulness, relationships and family-of-origin issues.

  • Andrew S. Gibson, Ph.D., is a Psychologist Under Postdoctoral Supervision for Licensure and is the Coordinator of Telemental Health Services. Dr. Gibson assists in training staff on ethical and professional issues when utilizing telemental health modalities, serves as the case manager for CAPS telemental health clientele, and provides general individual and group counseling services to students. He earned his doctorate in counseling psychology from the University of Albany, State University of New York in 2017. He completed his doctoral internship at CAPS during the same year. His primary theoretical orientation is Interpersonal-Process, however he also utilizes other theories and techniques including Psychodynamic theory (Object-Relations), Person-Centered theory, CBT, ACT and mindfulness practices. His professional interests include clinical supervision, personality disorders, attachment difficulties, OCD and integrating mindfulness practices into everyday life.

  • Brooke Lankford, M.Ed., LPC, is a Licensed Professional Counselor and CAPS Group Services Coordinator. She earned her graduate degree from Clemson University in 2008. Ms. Lankford worked in community mental health prior to coming to work at CAPS.

  • Amy Massingill, M.Ed., LPC, is a Licensed Professional Counselor and the CAPS Coordinator of Individual Assessment Services. Ms. Massingill oversees the initial access to care 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.

  • Jaqueline Mouzon, M.D., is a physician certified as a Diplomate in the specialty of Psychiatry by The American Board of Psychiatry and Neurology. She earned her medical degree from the Medical University of South Carolina in 1999 and completed her residency in Psychiatry at The University of South Florida in 2003. Prior to joining CAPS in November 2015, she worked in private practice in the Clemson community for 13 years. Her professional interests include the pharmacologic management of mood disorders, anxiety disorders and psychotic disorders.

  • Joshua 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.

  • Lisa L. Sims, Ph.D., is a Psychologist Under Postdoctoral Supervision for Licensure and is the Coordinator of Consultation and Outreach. She processes and coordinates incoming requests for outreach programming and consultation received by CAPS. Dr. Sims earned her doctorate in counseling psychology from the University of Georgia in 2012. She worked at Minority Behavioral Health Group, which is a community mental health center in Akron, Ohio, prior to arriving at Clemson University. Her professional interests include African-centered psychotherapy, mindfulness, multicultural/diversity issues, issues that face African-Americans, group therapy, workshops as well as consultation and collaboration.

  • Kevin Tabb, Ph.D. , is a Psychologist Under Postdoctoral Supervision for Licensure and serves as Coordinator of Mood Disorder Services. He is also responsible for overseeing the psychoeducation workshop on depression management. Dr. Tabb earned his doctoral degree in clinical psychology from the Pacific Graduate School of Psychology at Palo Alto University, and he completed his doctoral internship at the Butler University Consortium in Indianapolis, IN. His primary theoretical orientation is person-centered, but he also integrates interpersonal, existential and cognitive-behavioral approaches into his work. His professional interests include depression, self-esteem, existential and identity concerns, psychosis, and working with LGBTQIA populations.

  • Amy L. Thomas, M.A., LPC , is a Licensed Professional Counselor and a Staff Counselor at CAPS. She earned her master’s degree from Liberty University in 2012. Ms. Thomas worked in community mental health prior to coming to CAPS. She works from Solution-Focused and Cognitive-Behavioral models.

  • Dempsey “Nick” White, Ph.D., is a Psychologist under Postdoctoral Supervision for Licensure and serves as the Coordinator of DBT Services. Dr. White earned his doctoral degree from Georgia State University and completed his doctoral internship at Wichita Collaborative Psychology Internship Program. His primary theoretical orientation is an integration of client centered, mindfulness and a multicultural approach to CBT. His professional interests include trauma, relationships, research methods and measurement, and dialectical behavior therapy.

CAPS Administrative Staff: 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. Sarah Weaver serves as CAPS Administrative Assistant and Bonnie Johnson 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.

CAPS Trainees: In keeping with our dedication to training mental health professionals, CAPS offers four levels of training, and we consider our trainees integral members of our staff. The CAPS Psychology Interns represent the highest level of training at CAPS and as such, our interns have opportunities to supervise, mentor, support and consult with our other trainees. Our four levels of training include the following:

CAPS Psychology Interns

CAPS LPC-I Trainees have completed their masters’ degrees in a mental health field and are seeking licensure as counselors in South Carolina.

CAPS CIPPP Trainees (Counselor Intern/Psychology Practicum Program) are masters’ students completing their Internship requirements and/or doctoral students completing their practicum requirements. CAPS Psychology Interns provide clinical supervision to these trainees.

CAPS Undergraduate Interns (CUIs) are undergraduate students at Clemson seeking more exposure to the field of mental health services. Although they do not see clients, they assist with outreach, prevention, research and program development.

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:

  • Doctoral Candidate from an APA-Accredited program in Counseling or Clinical Psychology who has successfully completed all course work.

  • Successful completion of the Comprehensive Exams by the CAPS application deadline.

  • Endorsement of the applicant’s readiness for Internship by the doctoral program’s Director of Clinical Training.

  • Completion of the dissertation proposal prior to the start date of Internship.

CAPS Minimum Preferred Qualifications of Applicants:

  • Completion of 500 direct service hours upon submission of the Internship application, with 400 hours devoted to individual counseling and 100 hours devoted to assessment. Direct service hours accrued during doctoral practica and direct service hours pursuant to a terminal master’s degree are both counted in this total.

  • Experience in conducting group counseling.

  • Experience in and/or interest in providing outreach services.

  • Coursework and/or experience in providing clinical supervision to trainees.

  • Experience working in a university counseling center or working with emerging adult clients.

  • Experience in the assessment of personality, intelligence, achievement and cognitive abilities, including the administration, scoring and interpretation of various instruments.

  • Experience in writing integrated assessment reports.

Many of our applicants meet all of our requirements and preferred 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 consider ourselves to be “works in progress.” Intern applicants who also view themselves as “works in progress” tend to be a good fit for our agency. We appreciate applicants who believe in the value of self-reflective practice and regularly engage in it. Applicants who are motivated to learn, who value teamwork, and who are flexible and able to adjust to the changing demands of working in a university counseling center also tend to be a good fit with CAPS.

To apply, please submit the APPIC Application for Psychology Internship (AAPI) by 11:59 p.m. EST on November 5, 2017.

The CAPS Intern selection process occurs in four (4) stages: initial screening; detailed review; interview and follow-up; and final ranking. All CAPS staff members, including interns, participate in various stages of the selection process.

Initial Screening: The Coordinator of Psychology Internship Training completes the initial screen by reviewing all submitted applications to evaluate whether or not each applicant meets the minimum application requirements and minimum preferred qualifications set by CAPS for further consideration. Applications are removed from further review at this stage.

Detailed Application Review: The remaining eligible applicants are evaluated by CAPS staff Members who complete a detailed review of the application materials. After the detailed review results are compiled, approximately thirty (30) qualified applicants are chosen for a Skype/phone interview. At any point in the screening process, any applicant who is no longer being considered may be notified by email of her/his change in status. All applicants will be notified of their interview status by December 15.

Interview, Follow-up and Final Ranking: Applicants selected for the Skype/phone interview will be sent an email invitation along with scheduling instructions. Interviews typically occur in between late December and early January. The interview is 30–45 minutes in length, and multiple CAPS staff members participate and evaluate each applicant. 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 Coordinator of Psychology Internship Training will compile all evaluation scores from the review and interview processes and rank the interviewed applicants still under consideration. The Coordinator of Training will then submit the rankings to the Internship Matching Program. Occasionally, an applicant will be removed from consideration after the interview is completed.

Site Visits and Open House Events: While CAPS does not conduct on-site interviews, we do host an Open House event once interviews have been completed, usually in the latter part of January. The event is designed to provide applicants with additional information about CAPS and the Clemson area. As with the follow-up contact, the Open House is not an evaluative process. Applicants who wish to visit CAPS but are unable to attend the Open House are welcomed and encouraged to make separate arrangements. Applicants should contact the CAPS Coordinator of Psychology Internship Training well 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 and Open House attendance in no way affect applicant ranking decisions. CAPS abides by all APPIC Match Policies (see below).

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

  • The 2017–2018 Internship Year will begin on Sunday, July 16, 2017 and end on Sunday, July 15, 2018. The actual first day of work will be Monday, July 17, 2017.

  • The 2018-2019 Internship Year will begin on Monday, July 16, 2018 and end on Monday, July 15, 2019.

  • The stipend is $24,072 and interns receive health, dental and life insurance benefits, as well as retirement planning options.

  • As full-time University and state employees, interns accrue 9.37 hours of paid annual and 9.37 hours of paid sick leave per month. They also receive 13 paid official University holidays.

Counseling and Psychological Services is housed within Student Health Services 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 2016 for seven (7) years and will undergo reaccreditation review in 2023.

Questions related to this program’s accredited status should be directed to the APA Commission on Accreditation.

Contact information is as follows:

Office of Program Consultation and Accreditation

American Psychological Association

750 First Street, NE

Washington, DC 20002

Telephone: 202-336-5979. TDD/TTY: 202-336-6123

E-Mail: apaaccred@apa.org

Website: www.apa.org/ed/accreditation

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 Match Policies: 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, 2015–2016, Items 5a and 5c). CAPS adheres to any updates to these policies as well, even if they are not directly listed on our website. APPIC Match Guidelines and Organizational Guidelines are available at http://www.appic.org.

Implementing Regulation C-27 I

For additional information about the CAPS Psychology Internship Training Program, please contact:

Debra Crisp, Ph.D.

Coordinator of Psychology Internship Training

Phone: 864-656-2451

Fax: 864-656-5034


The Counselor Training Program is designed to provide the professional-in-training an opportunity to apply the knowledge gained in the academic program to a real life work setting. The practical experience of direct client contact, under close clinical supervision, accelerates the development of a professional identity. This is supported by additional training opportunities during the academic year.

Students who are accepted into the program are expected to have some prior experience in direct client contact, as well as demonstrate a basic knowledge of counseling skills and the theoretical models in common use among psychologists and professional counselors.

The doctoral practicum student will have 16 hours of service per week during the fall and spring semesters, divided between direct client service, supervision, training and other administrative duties. Master’s interns will have 20 hours of service per week, during the fall and spring semester, divided between direct client service, supervision, training and other administrative duties.