Doctoral Internships

• Students who are currently enrolled in APA- or CPA-accredited programs in clinical or counseling psychology (Ph.D., Psy.D.) are preferred. Applications from students enrolled in an Ed.D. program are accepted.
• Completion of dissertation proposal by ranking deadline.
• Three years of graduate training prior to internship.
• Successful completion of comprehensive exams.
• Coursework in group psychotherapy, cognitive assessment, and personality assessment prior to starting internship.
• Minimum of 350 intervention hours.
• Practicum placement in at least one of the following: university counseling center, community mental health center, or university training clinic.

Nondiscrimination statement 

Indiana University (IU Indianapolis's managing partner) pledges itself to continue its commitment to the achievement of equal opportunity within the university and throughout American society as a whole. In this regard, Indiana University will recruit, hire, promote, educate, and provide services to persons based upon their individual qualifications. Indiana University prohibits discrimination on the basis of age, color, disability, ethnicity, sex, gender identity, gender expression, genetic information, marital status, national origin, race, religion, sexual orientation, or veteran status.

Initial consultation

To initiate services at CAPS, students complete an initial consultation, which includes a brief assessment of the student’s background and presenting concerns. Didactic and experiential training is provided in a guided, sequential, and cumulative manner to facilitate learning and independence. Interns observe senior staff conducting initial consultation(s), engage in role plays with senior staff, and may also be observed live for prompt feedback and guidance. Interns complete a minimum of one initial consultation each week.

Intakes

First appointments with students assigned to an intern for individual counseling include a comprehensive assessment of the student’s background and presenting concerns, building on the initial consultation assessment. Didactic and experiential training is provided in a guided, sequential, and cumulative manner to facilitate learning and independence. Interns are initially observed live for prompt feedback and guidance.

Individual counseling

Individual counseling helps students resolve issues that cause emotional distress and interfere with adaptive functioning. Although CAPS doesn’t have session limits, counselors must be intentional with treatment goals and planning. CAPS utilizes a short-term therapy model (average: eight appointments per academic year). Interns spend approximately 12 to 15 hours per week providing individual counseling to IU Indianapolis students. Interns can broaden their clinical experience through exposure to culturally diverse clients and a variety of client concerns ranging from mild depression and anxiety to more psychologically challenging clinical issues such as trauma, personality disorders, substance abuse, and mood disorders. All sessions are recorded for training purposes.

Group counseling

In the fall, interns receive training in process-oriented therapy groups. Interns are expected to co-lead three groups, two of which must be process-oriented and co-led by a senior staff member. Each intern receives supervision from the senior staff co-facilitator for each therapy group conducted. Interns participate in the Group Leaders Lunch (60–90 minutes/every other week) for additional training, supervision, and support. Leaders of Understanding Self and Others groups show video at least once per semester to provide an example of the group process and to allow for more specific feedback.

On-call/crisis intervention

CAPS provides daily walk-in services to students who require immediate assessment, consultation, emergency services, and/or referrals. The CAPS on-call counselor provides same-day initial assessments of students to determine the level of urgency and to provide appropriate recommendations. Interns gain the majority of crisis intervention experience through on-call coverage (four hours per week).

In addition to serving individuals in crisis, CAPS also responds to the psychological and emotional needs of the campus community in the aftermath of a traumatic event (e.g., student death, natural disaster, etc.). Through collaboration with JagsCARE, which is a team of individuals from across the campus community who have been trained to work with individuals impacted by a traumatic event, the team provides immediate and short-term support. Interns may have opportunities to assist senior staff in the planning and implementation of these interventions, depending on the nature of the crisis and training interests of interns.

Psychoeducational assessment

CAPS conducts psychoeducational assessments for AD/HD, learning disorders, and autism spectrum disorders. Interns receive training in psychoeducational testing during the fall semester and observe staff conducting evaluations prior to conducting their own evaluation under direct observation. Interns complete a minimum of five comprehensive assessments that include completion of an evaluation interview, testing, scoring, report writing, and provision of feedback. Interns provide referrals to other treatment providers and serve as advocates for students seeking disability status, where appropriate. Additional testing supervision is provided throughout the year. Psychological testing is not a routine aspect of an intern’s work but may be utilized to aid in the treatment of on-going clients.

Outreach programming

Outreach programming and presentations are offered throughout the year by CAPS staff to enhance the personal development and psychological well-being of IU Indianapolis students. In addition to topic-specific presentations, interns will participate in Fresh Check Day, an interactive mental health awareness event.

Interns observe at least one outreach presentation given by a staff member in the fall and then conduct an outreach presentation under direct observation for evaluation and feedback. Interns are expected to complete four independent outreach presentations during the year. In the summer semester, interns develop and present an outreach topic of their choice to CAPS’ staff. Additional outreach opportunities are available and are encouraged.

Consultation

Clients seen at CAPS may also benefit from receiving psychotropic medication. Interns, in consultation with their supervisor(s), provide referrals to psychiatry. Similarly, interns regularly provide referrals to—and coordinate client care with—other providers on campus, including the Office of Student Advocacy and Support, Campus Health, Accessible Educational Services, and Interpersonal Violence Prevention and Response.

Provision of supervision

Learning how to be an effective supervisor is a core competency that is valued by CAPS. Interns receive didactic training in the fall semester and can supervise a practicum student during the spring and summer. Interns are responsible for reviewing trainee’s therapy sessions and associated documentation, providing feedback, and completing evaluations. Supervision sessions provided by interns are recorded for training purposes.

Orientation (August)

Interns are introduced to the internship program through an orientation period that occurs before the start of each academic year. Orientation includes opportunities for interns to meet CAPS staff, learn about services and internship activities, and become familiar with all relevant policies and procedures. During this time, a range of topics are covered, including schedules, training expectations, evaluation, due process, grievance/appeal procedures, record-keeping, and professionalism. Additionally, training is provided on clinical services at CAPS, case conceptualization, treatment planning, legal and ethical issues, and crisis assessment/risk management.

Individual supervision

Interns receive a minimum of two hours of weekly individual supervision. Each semester, supervisors and interns are expected to clarify intern training goals; training expectations, responsibilities, and roles; and discuss evaluation procedures. Individual supervisors utilize a variety of methods, including but not limited to review of webcam videos and clinical documentation, discussion, role plays, case conceptualization, readings, exploration of transference and countertransference, self-reflective practice, ethics and multicultural competencies in therapy, and case management. Supervision follows a developmental model and varies from educational, supportive, experiential, administrative-based, or consultative, depending on the supervisor’s style and the needs and developmental level of the intern.

Interns are supervised by licensed psychologists, all of whom are Health Service Providers in Psychology in Indiana. Supervisors are assigned by the internship training director. Interns will work with their primary supervisor all year and will switch secondary supervisors in January. IU Indianapolis CAPS does not engage in any distance learning or technology-based training activities. All supervision occurs face-to-face at the center.

Congruent with APA Ethics Standard 7.04, supervisors do not require supervisees to disclose personal information in any training-related activity regarding one’s sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training or professionally-related activities in a competent manner or posing a threat to the students or others. Supervisees are not required to engage in personal self-disclosure as defined above as part of our training program. It is common for staff and trainees alike to reflect on their own personal qualities and internal responses to better serve their clients or to grow professionally. This often takes place in supervisory settings with trusted others who can facilitate that exploration.

Case consultation

All doctoral interns are required to attend a weekly case consultation that is co-facilitated by two senior staff members, including one licensed psychologist. In this meeting, interns complete oral and written case presentations. They engage in professional and clinical dialogues with colleagues regarding their work with clients. Issues discussed may include case conceptualization, assessment and diagnosis, clinical interventions, treatment planning, legal and ethical issues, multiculturalism, and self-reflective practice. Video clips of trainees’ therapy work are shown at each meeting. Collective discussion and appropriate feedback are expected of all interns and trainees to most effectively serve the needs of the intern presenting the case and his/her client. The meetings also provide opportunities for interns to solicit specific feedback and assistance with challenging client presentations.

Training seminars

All interns attend a seminar series taught by various members of CAPS staff. CAPS also coordinates seminars with outside presenters and other Indiana counseling centers that have doctoral internships in psychology. Topics are geared towards experiential learning and interaction with staff and colleagues around profession-wide competency areas. Training seminars occur on a weekly basis for two hours. Examples include Working with LGBTQ Clients, Treatment of Trauma-Based Disorders, Working with International Students, Social Class and Poverty, Treatment of Psychotic Disorders, and Sexual Assault Response and Prevention.

Group counseling supervision

Interns who co-facilitate therapy groups receive supervision from their senior staff co-facilitator for each group session conducted. Supervision may focus on issues regarding the assessment and screening of potential group members, co-facilitation, post-session processing, group therapy documentation, and other relevant feedback. Didactic and experiential learning in the area of group therapy is offered in seminars and the bi-weekly Group Leaders Lunch.

Psychoeducational assessment training and supervision

Training in the fall semester will provide a brief overview of standardized testing and a conceptual framework for understanding the cognitive processes that impact learning. Additional training will address IU Indianapolis CAPS policies and procedures related to evaluation and testing, standardization of evaluation interviews, and administration and interpretation of specific testing protocols implemented at the center. Testing supervision involves discussion of current evaluation/testing cases and guidance on the various stages of the assessment, interpretation, report writing, and feedback processes.

Supervision of supervision

Interns will participate in 90 minutes of group supervision of supervision during the spring and summer semesters with a licensed psychologist. Supervision will focus on skill development through video review of supervision sessions, experiential/process learning, didactic teaching, and related readings.

Rotating development meeting

Interns will attend a weekly, one-hour rotating development meeting. Areas of focus include multiculturalism and diversity, outreach, the intern project (see next section), and time with the assistant director of intern training. The intention of the meetings is to provide additional support through didactic training, supervision, and consultation for these special areas. For multiculturalism, there is a focus on didactic training, discussion, and introspection to help interns develop their diversity awareness, knowledge, skills, and competencies. Interns also meet with the assistant director of outreach and community services monthly for didactic trainings, supervision, and consultation for on-going outreach presentations. Intern project meetings, facilitated by a senior staff member, provide focused time for consultation and support as interns develop and implement research and/or program evaluation. Interns also meet monthly with the assistant director of intern training for clarification of policy and procedures, support for their training goals, etc. If needed/wanted, interns are encouraged to request additional meetings with the assistant director of intern training.

Internship project

Interns are required to complete a research project that is relevant to CAPS. Projects are typically geared towards outreach, consultation, clinical practice, social justice, or program evaluation. Examples have included feasibility studies for APA accreditation, development of psycho-educational materials, proposed framework for social justice website presence, evaluation of CAPS service area, and development of training materials. Interns will discuss their projects and obtain approval from the coordinator of internship training prior to implementation.

Professional development

CAPS is committed to ongoing professional development and providing opportunities for interns to connect with other colleagues. When possible, outside speakers and local professionals are invited to present on topics that meet the needs and interests of interns and staff.

Several times throughout the year, CAPS interns meet for special workshops/seminars with other interns from other university counseling centers in Indiana. In addition to specific learning goals, these programs provide a forum for interns to socialize and form collegial relationships with one another and with other professionals. There is time for team building, healthy communication, learning, and self-care. Interns will also participate in the annual Indiana UCC intern retreat during the summer semester. This event provides an opportunity for reflection and sharing of internship year experiences.

CAPS engages in regular celebrations and pitch-in meals, which are valued as important for staff development and morale.

Intern weekly schedules vary throughout the year. The following are estimates of time spent in various direct and indirect service and training activities. Responsibilities account for ~40–42 hours/week.

Fall semester 

Spring semester 

Summer semester