The CAPS Doctoral Psychology Internship Program in Health Service Psychology at Santa Clara University provides comprehensive training in college mental health including experience with intakes, assessments, crisis intervention, suicide assessment and management, individual and couples counseling, group psychotherapy, consultation, case management, and outreach activities.
CAPS primarily works within a brief psychotherapy model; however, interns are given the opportunity to carry a few longer term clients for an enhanced training experience. CAPS is part of the Cowell Center, which includes the Student Health Center, and interns work as part of a multidisciplinary staff.
Note: All training time credited to the internship is post-practicum and doctorate.
Application Deadline: November 1, 2024
The CAPS internship program is a member of the Association of Post-doctoral and Psychology Internship Centers (APPIC). Our program adheres to APPIC Match policies and participates in the APPIC Match. For both Phase I and Phase II of the APPIC Match, applicants to our internship program must utilize the Online APPI to submit their applications. No supplemental materials are required at our site. We do require that the application be completed in full and certified by application signature and date. Results of the APPIC Match constitute binding agreements between applicants, internship programs, and APPIC that may not be reversed without APPIC’s consent.
As an APPIC member, our program conforms to the basic ethical requirements of the profession as set forth in the current APA Ethical Principles for Psychologists. 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.
The Santa Clara CAPS doctoral internship in health service psychology is accredited by the American Psychological Association. Inquiries regarding the accreditation of our internship training program may be directed to:
APA Office of Program Consultation and Accreditation
750 First Street, NE • Washington, DC • 20002-4242
Phone: 202-336-5979
The Office of Accreditation’s web address may be accessed here: www.apa.org/ed/accreditation. You may also email the Accreditation Office at apaaccre@apa.org.
The primary mission of CAPS is to promote student's well-being through short-term therapy, crisis support, groups and workshops and more. At CAPS, we are committed to the values of multiculturalism and social justice, and are dedicated to providing mental health services that are open to and accepting of every student we serve. CAPS staff share the larger university's values of ethical behavior, respect and care for self and others, and appreciation of diversity and differences in people.
The aim of the internship program is to train inclusive, competent and culturally aware entry-level generalist psychologists to work in the field of Health Service Psychology service diverse populations. This aim aligns with the mission of CAPS in terms of its dedication to multiculturalism and social justice. Each aspect of our training program is intentional to gradually build our interns' effectiveness in serving the clinical needs of diverse communities and these efforts fit within the guiding principles of our sponsoring agency.
The CAPS internship program is based upon a Practitioner-Scholar model of training. Interns learn by doing, by reflecting on their work in supervisory consultation with staff, by observing professional activities and practices of staff and by scholarly inquiry.
The model incorporates current psychological theory and science with experiential learning and is focused on helping interns to grow and to develop as generalist psychologists with an area of expertise working in college counseling centers. To this end, consistent with APA's Commission on Accreditation, our program aims to create opportunities and environments for interns to build ninerofession-Wide Competencies to enter the profession of health service psychologists. These competencies are Research; Ethical and Legal Standards; Individual and Cultural Diversity; Professional Values, Attitudes, and Behaviors; Communication and Interpersonal Skills; Assessment; Intervention; Supervision; and Consultation and Interprofessional/Interdisciplinary Skills. The goal over the course of the year is for interns to achieve competence in these domains allowing them to practice independently and to function as professional, effective, and ethical psychologists.
Throughout the training year, experiential learning is informed by the theory and science of psychology in supervision and didactic training seminars. The internship follows a sequential, developmental training process, building upon the knowledge and skills that each intern already possesses and offering opportunities for developing and refining additional clinical skills. The goal for our interns is to facilitate their professional development from graduate student to skilled psychologist.
Upon arrival, interns begin to assess their professional goals for their training year with guidance from the Training Director and Clinical Supervisors. Interns have the opportunity to identify clinical interests and theoretical models as targets for training and are given training and supervision opportunities in identified areas. The training year provides ample opportunities for interns to apply theory to practice. Supervision is regarded as a supportive, mentoring relationship to enable interns to develop professional autonomy and competence. The evaluation process thus plays an essential role in the professional development of interns throughout the year. Interns receive formal, written evaluations twice a year: at mid-year and at the end of the internship. Interns will be evaluated on items relevant to both clinical and nonclinical activities sampling such items as functioning as part of a team, capacity for professional development, relationships with support staff, etc.
By the end of the training year, Interns will have developed competence with: intake interviewing, clinical assessment, crisis intervention, brief and long-term individual psychotherapy, couples counseling, assessment, and case management. Additionally, interns provide structured workshops and outreach programming and consultation to the larger campus community. Outreach has included such topics as stress management techniques, healthy relationships, recognizing signs of anxiety and depression, and facilitating a referral to CAPS.
Consistent with our training program's goal to train ethical, competent, and professional psychologists, there are opportunities during the year for personal exploration and self-reflection. Interns are encouraged to appropriately explore historical and personal data that may influence their clinical practice and to develop reflective, introspective skills that aid in their growth as professional psychologists. Supervisors provide mentorship and consultation to trainees to support their exploration and professional development. Supervisors may consult with one another about trainees when appropriate. CAPS internship program functions in a manner consistent with American Psychological Association (APA) Ethical Standards (7.04 Student Disclosure of Personal Information).
Diversity
At CAPS, we are committed to providing culturally attuned and humble training for our interns and a training program that is welcoming to all members of our team. We place a high value on the appreciation of diversity, which is conceptualized broadly and across many dimensions. We work hard to ensure that all members of our staff, including trainees, feel fully valued and respected for the identities they bring to our site. We engage in ongoing efforts to provide comprehensive and culturally sensitive services to our clients and the larger campus community. The internship program supports these efforts and places an emphasis on the development of culturally competent knowledge, awareness, and skills for our trainees. Interns at our center are expected to develop competencies to effectively serve diverse populations, including clients whose identity, beliefs, worldviews, or cultural background may create personal conflict with that of the intern.
Weekly Clinical Activities
Interns manage up to 20 hours of direct service per week. This includes weekly intakes and assessment, crisis hours for urgent appointments, consultations, referrals and individual, couples, or group psychotherapy.
Direct Service
Interns provide initial assessments and brief therapy for registered Santa Clara University undergraduate and graduate students. Interns also have the opportunity to provide longer-term therapy with a few clients with supervisory approval. In addition, interns gain experience with couples, groups, and referring students for medication or to outside therapists for on-going therapy. Interns interface with other support services, both on and off campus regarding student mental health and welfare. Interns also discuss their treatment plans in ongoing supervision and gain greater experience and competence in their clinical interventions.
Initial Intake Assessments
Interns establish a therapeutic relationship and assess the appropriateness of the student’s presenting problem to a brief treatment model versus longer term therapy. Interns also develop skills conducting assessments for a range of presenting issues, providing crisis intervention, referrals for medication evaluation, and engaging in collaboration with other campus and community support services.
Crisis Intervention
Interns have a range of opportunities to manage crises in the course of their ongoing therapy with students. Additionally, interns are assigned to a crisis hour appointment time on scheduled days for urgent student needs. Interns consult with staff if a student presents as a danger to self or others or is gravely disabled. In addition, interns may join staff in speaking to various academic departments or resident halls when critical incidents arise.
Outreach
Interns participate in various types of outreach to the Santa Clara University community during their internship year. Outreach encompasses preventative work and may include responding to an event on-campus. Interns may present to residence hall staff, student, faculty, staff, or administration groups requesting mental health information. Each student, along with a CAPS staff member, is assigned as a liasion to a particular campus partner to help with consultation and programming activities throughout the year.
Consultation
Interns provide consultation to students, faculty, staff, residence life, other university departments involved with supporting student welfare. This consultation may occur over the phone or in person. Interns also participate in community activities and establish relationships with other university colleagues.
Clinical Supervision
Interns attend two hours of individual clinical supervision weekly, with a primary and secondary supervisor respectively. In individual supervision interns are encouraged to develop reflective, introspective clinical and case conceptualization skills that aid in their development as professional psychologists. Supervisors are assigned to interns by the Training Director and an attempt is made to match interns to supervisors based upon intern training goals and preferences.
The clinical supervisor carries responsibility for case management, acquainting the intern with the operations of the agency, training requirements and mentoring experiences. Additionally, interns participate in a weekly group supervision seminar under the supervision of the Training Director. At CAPS, all trainee therapy sessions are videotaped.
Supervision includes review of video tapes as well as progress and process notes, in addition to any other clinical and ethical concerns related to the case material and the therapeutic relationship. Ongoing and reciprocal feedback with all supervisors is an expected part of our internship program. Formal evaluations occur mid-year and at the end-of-year.
Didactic Seminars
The didactic seminar meets weekly for two hours. This is a topical seminar where presenters focus on topics that are particularly relevant to college mental health. Individual seminars are organized around clinical, cultural, brief therapy treatment modalities and professional development topics. Seminar topics may include:
- CA Laws and Ethics for Psychologists
- Time-Limited Dynamic Psychotherapy
- LGBTQ+ Support and Therapeutic Interventions
- Living In-Between the Worlds: TCK/CCK
- Cultural Sharing Series
- Generational Trauma in Students with Migration History
Case Conference
Each week, interns attend a one hour case consultation attended by the CAPS clinical staff as well. In Fall quarter, the clinical staff presents cases. In Winter and Spring quarters, interns alternate with staff members in the presentation and discussion of cases. A formal write-up of the case, including reasons for consultation, is done for each case presented. This seminar provides interns with an opportunity to observe clinical staff at work and to present to staff and peers in a formal, structured way.
Cowell Center Meetings
Interns at CAPS are a part of a multi-disciplinary team including psychologists, therapists, dieticians, medical providers, insurance coordinators, a case manager, and a student-staffed Emergency Medical Team (EMT). On a monthly basis, interns participate in Cowell Center- wide activities, namely a center-wide staff meeting devoted to information sharing, policy making, and activities related to the integration of Cowell Center’s health and mental health activities.
The number of hours required to complete the internship is 2,000 hours.
|
Activities |
Hours/Week |
|
Direct Services: Intake assessments, individual counseling, group co-facilitation |
20 |
|
Formal Training: Individual supervision (2), group supervision (2), staff case consultation (1), training seminars (2), trainee group meetings (1) |
8 |
|
Administrative: Case documentation, case management, supervision preparation, preparation for programming |
10 |
|
Outreach/Consultation |
2 |
Interns also participate in two Cowell Center-wide activities on a monthly basis: an interdisciplinary team meeting and an interdisciplinary case conference; outreach and consultation hours are variable and do not occur on a weekly basis.
INTERNSHIP PROGRAM TABLES
Date Program Tables are updated: 8/19/24
Program Disclosures
| Does the program or institution require students, trainees, and/or staff(faculty) to comply with specific policies or practices related to the institution's affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values? | _____ Yes __X__ No |
| If yes, provide website link (or content from brochure) where this specific information is presented: |
Internship Program Admissions
Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements:
Applicants must be advanced doctoral students enrolled in an APA-accredited graduate program in clinical or counseling psychology. Academic coursework and preparation must be in accordance with APA accreditation standards, and all required coursework must be completed prior to the start of internship. To be considered for the internship, applicants should have completed their practica, have passed their comprehensive examinations, successfully submitted their proposal for dissertation, and accrued a minimum of 450 intervention hours prior to submitting their application.
Favorable consideration will be given to applicants who completed or have made substantial progress towards completion of their dissertation by the start of internship and/or who have had prior experience in counseling centers. Successful applicants typically have a strong interest in working with young adults and collegiate mental health, within a multiculturally diverse setting. They are also interested in increasing their knowledge and experience in a variety of domains, including individual and group therapy, prevention and outreach activities, consultation, and supervision.
| Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many: |
|---|
| Total Direct Contact Intervention Hours | Yes | No | Amount: 450 |
| Total Direct Contact Assessment Hours | Yes | No | Amount: N/A |
| Describe any other required minimum criteria used to screen applicants: |
|---|
| The health and safety of the University community is a top priority. The University strongly recommends that all employees are fully vaccinated for COVID-19 as the vaccination and boosters are safe, effective tools that significantly minimize the changes of serious illness and hospitalization. SCU conducts background checks on all new interns. An offer of employment is contingent upon the University's approval of your employment following its acceptance of the results of a background investigation. |
Financial and Other Benefit Support for Upcoming Training Year*
| Annual Stipend/Salary for Full-time Interns | $52,500 |
| Annual Stipend/Salary for Half-time Interns | N/A |
| Program provides access to medical insurance for intern? | Yes | No |
| If access to medical insurance is provided: | ||
| Trainee contribution to cost required? | Yes | No |
| Coverage of family member(s) available? | Yes | No |
| Coverage of legally married partner available? | Yes | No |
| Coverage of domestic partner available? | Yes | No |
| Hours of Annual Paid Personal Time Off (PTO and/or Vacation? | 120 | |
| Hours of Annual Paid Sick Leave | 100 | |
| In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave? | Yes | No |
| Other benefits (please describe): |
| SCU offers comprehensive health care and insurance benefits designed to promote and sustain good health and help cushion financial obligations associated with illness or death. As SCU staff, interns benefit from employee wellness programming and our Employee Assistance Program (EAP). SCU grants staff 13 paid holidays throughout the calendar year. During the winter holiday break when CAPS is closed, interns are "gifted" approximately 6 additional days off. |
*Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table.
Initial Post-Internship Positions
| 2020-2023 | |
| Total # of interns who were in the 3 cohorts | 6 |
| Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree | 0 |
| PD | EP | |
| Academic teaching | 0 | 0 |
| Community mental health center | 0 | 0 |
| Consortium | 0 | 0 |
| University Counseling Center | 3 | 0 |
| Hospital/Medical Center | 0 | 0 |
| Veterans Affairs Health Care System | 0 | 0 |
| Psychiatric facility | 0 | 0 |
| Correctional facility | 0 | 0 |
| Health maintenance organization | 1 | 0 |
| School district/system | 0 | 0 |
| Independent practice setting | 0 | 2 |
| Other | 0 | 0 |
Note: "PD" = Post-doctoral residency position, "EP" = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.
You are welcome to contact the Training Director if you have any questions.
Estrella Ramirez, Ph.D.