2012-2013
Predoctoral Internship in Professional Psychology
Fully Accredited by the American Psychological Association
Member, Association of Psychology Postdoctoral and Internship Centers
Member, Association of Counseling Center Training Agencies.
INTRODUCTION
PHILOSOPHY OF TRAINING
APPLICATION AND SELECTION CRITERIA
THE SETTING
INTERNSHIP TRAINING PROGRAM
STIPEND AND BENEFITS
APPLICATION INFORMATION
TRAINING STAFF
INTERNS
INTRODUCTION
The Emory University Counseling Center offers a twelve-month predoctoral internship program in professional psychology, with 3 Intern positions. The internship is fully accredited by the American Psychological Association (750 First Street, NE, Washington, DC 20002-4242; (800) 374-2721 or (202) 336-5979). Interns at the Emory Counseling Center receive intensive, supportive training in individual, couples and group psychotherapy, assessment, outreach, crisis intervention, and consultation. The program is designed to allow interns to develop a balanced general foundation of clinical knowledge and experience. At the same time, there is enough flexibility to permit each individual to explore and develop particular areas of clinical interest.
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PHILOSOPHY OF TRAINING
The staff of the Emory University Counseling Center seeks to provide training and service which reflect commitment to ethical principles, sensitivity to cultural issues, and dedication to competence. The internship year is seen as a time for trainees to expand and polish developing clinical skills by receiving a balance of challenges and support. The Center's model of training emphasizes three components: intern development over the course of the internship year, mentoring relationships with senior professionals, and the importance of combining practice with science (practitioner/scholar model). Interns are viewed as colleagues with valuable perspectives and insights, but are also given the instruction and support appropriate for their level of experience and training.
It is the goal of the Emory Counseling Center internship to train clinical and counseling psychologists who are competent and comfortable with varied settings, populations, and treatment modalities. Therefore, each intern receives diverse training opportunities, both within the Counseling Center , and in the larger University community. Individual supervision by psychologists with different theoretical backgrounds and clinical styles is provided to assist intern's development of a personal clinical orientation that is theory-based, informed by the scientific literature, and responsive to client concerns and needs.
The Emory Counseling Center is committed to maintaining a diverse staff whose members fully appreciate diversity in others. Therefore, Center staffing, policies and activities reflect sensitivity to, and respect for, human differences in gender, race, religion, ethnicity, national origin, sexual orientation, gender identity and disability. Diversity issues are infused in all didactic and experiential components of the internship program, including the internship's seminars, supervision of clinical work, and case staffing meetings.
APPLICATION AND SELECTION CRITERIA
Applicants for the internship should be doctoral candidates from APA-accredited Clinical Psychology or Counseling Psychology graduate programs. Each applicant should have completed all pre-internship requirements of his or her university before the August 1 internship starting date. Generally, it is expected that an intern will have completed all required courses for the doctorate (at least 3 years of graduate study), will have passed the doctoral candidacy qualifying exam, and will have a minimum of 1000 supervised practicum hours, with 500 minimum face-to-face clinical intervention hours.
A number of sources of information are used to assess candidates for the internship, including the written application, letters of recommendation, and a statement of professional goals. Telephone or face-to-face interviews are also a part of the application process, and are scheduled by invitation. Approximately one-third of applicants are invited to participate in the interview process. Selections are made without discrimination based on race, ethnicity, national origin, religion, gender, age, disability, sexual/affectional orientation, or veteran?s status. Prior to beginning employment for the internship year, the interns who match with the Emory Counseling Center internship must successfully complete a pre-employment drug screening and criminal background check, in accordance with Emory University policy.
The Emory Counseling Center Internship program holds membership in the Association of Postdoctoral and Psychology Internship Centers (APPIC) and adheres to APPIC regulations regarding selection and notification of internship applicants. 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 SETTING
Emory University
Emory University , a private university affiliated with the United Methodist Church , began as a liberal arts college over 170 years ago. Since then, it has grown into a national teaching, research and service center, with an enrollment of over 12,000 students. The university is comprised of two undergraduate colleges, the Graduate School of Arts and Sciences, and the Schools of Law, Medicine, Nursing, Public Health, Theology, and Business. Emory has an APA-accredited clinical psychology doctoral program, as well a psychiatry training program, creating the opportunity for research and clinical collaboration.
The University Counseling Center
The University Counseling Center provides comprehensive psychological services for the student population at Emory. Undergraduates, as well as graduate and professional students, utilize the Center for individual psychotherapy, couples and family therapy, and problem-focused or interpersonal process groups. In addition to direct clinical services, the Counseling Center places a priority on providing consultation, outreach and preventative services for the university community. The Center has a multidisciplinary staff, comprised of licensed psychologists, licensed clinical social workers, and psychiatrists; in addition to psychology predoctoral interns, there are clinical social work fellows, psychology postdoctoral fellows, and psychiatry residents completing their training at the Counseling Center . All of the training staff at the Counseling Center are involved in the provision of direct clinical services. Along with psychotherapy, staff and interns at the Center provide consultative services, a Stress Management Clinic, psychoeducational workshops, and crisis intervention. In addition, Center staff train and supervise student volunteers who serve as peer counselors and peer educators. While the Counseling Center is primarily a service-oriented facility, some opportunities to be involved in research are available.
The Center is housed in a renovated facility on Emory's main campus. Audio-visual equipment is available to enhance supervision of work with clients. Each intern has a private office equipped with a personal computer and furnishings. An interactive computing network with Internet access is available to interns, along with access to the University's library and computer resources.
The Atlanta Area
As the capital of Georgia, and one of the largest cities in the Southeast, Atlanta has the excitement and diversity of a major metropolitan area. Atlanta is a dynamic, progressive city, with a wealth of cultural and leisure opportunities, including the Atlanta Symphony Orchestra, the High Museum of Art, the Martin Luther King, Jr. Center for Nonviolent Social Change, the Georgia Aquarium (the largest in the world) and a plethora of ethnic, community, and regional festivals. The city is also in easy driving distance of recreational areas in the Blue Ridge Mountains and the Atlantic and Gulf Coasts .
INTERNSHIP TRAINING PROGRAM
Program Structure
The internship program begins on August 1st, and ends on July 31. All interns are based within the Counseling Center , but also spend some of their training time in other settings on campus. Services in the Counseling Center are provided primarily between the hours of 8:30 a.m. and 5:00 p.m. However, staff members and interns provide some psychoeducational outreach programs and crisis intervention services which take place during the evening hours. Interns also participate in providing after-hours crisis consultation on a rotation basis. Work weeks usually will vary between 40 and 45 hours per week. Approximately half of the interns time is spent in direct clinical or consultative services, with the other half divided between supervision, seminars, and administrative/case management duties.
Supervision
Each intern is assigned a Preceptor, a senior staff member who serves as a resource, advocate, and advisor for the intern. The preceptor, who may be a psychologist, clinical social worker, or psychiatrist, is responsible for overseeing the intern's training experiences and progress throughout the internship. It is expected that the preceptor relationship will allow each intern to develop a professional mentoring relationship with a senior staff member with less concern about evaluation.
Each intern will experience several different clinical supervisors during his or her training. The Primary Supervisor, a licensed psychologist on the Counseling Center staff, meets individually with the intern for a minimum of 2 hours per week. An additional hour of individual supervision each week is provided by the Case Supervisor; case supervision typically focuses on a particular client or type of intervention. Interns receive additional supervision on their outreach, group and consultation experiences. Typically, each intern will spend an average of 5-6 hours per week in supervision, with a minimum of 3 hours per week of individual supervision.
Emory University Counseling Center Trainee Self-Disclosure Policy:
Training staff at the Emory University Counseling Center value the power and complexity of the therapeutic relationship. Because of this value, in our intervention, supervision, and training activities there is a focus on the "person-of-the-therapist" and how this may impact the quality and effectiveness of work with clients and consultees. Trainees may be asked to reflect upon and share the ways that their own personal qualities, reactions and experiences influence and are impacted by their clinical work in supervision and other training settings. Such exploration and disclosure is not intended to serve as psychotherapy for the trainee, and is focused on enhancing self-awareness and professional development as related to the trainee's clinical practice during the training program. Supervisors and other training staff are expected to explore relevant information in a respectful, non-coercive manner, within the context of a safe and supportive professional relationship.
Seminars
Interns participate in a number of didactic training experiences while at the Counseling Center . The training seminars are designed to enhance and supplement the learning that occurs through supervision and clinical experiences.
Clinical Issues Seminar
The Clinical Issues Seminar meets each week during the academic year for two hours, and explores a broad spectrum of theoretical and applied clinical issues. These include Ethics, Cultural Diversity, Psychopathology and Diagnostics, Short-term Therapy Models, Professional Development Issues, and Clinical Theory and Methods. This seminar combines didactic presentations with case discussions, and the curriculum is flexible in order to reflect the interests and needs of the current intern class.
Special Topics Seminar
During the summer term, interns participate in a weekly, hour-long seminar which covers clinical topics which are of special interest to the current intern class. Past presentation topics have included Hypnotherapy, Family Therapy, Integrating Cultural Identity with Dynamic Theory, and Treatment of Personality Disorders.
Consultation and Outreach Seminar
The weekly consultation seminar focuses on intern consultation work with Residence Life and Housing, as well with other organizations on campus. The seminar includes supervison of intern's consultation work, didactic readings and presentations on consultation theory, and guest speakers. The seminar is provided by a licensed psychologist on the Counseling Center staff.
Group Seminar
A weekly, 1 hour Group Therapy seminar and supervisory meeting focuses on processes and procedures for conducting psychotherapy groups. Stages of group development, theories of group process, and ethical issues in group leadership are explored. In addition, some supervision of intern's group therapy work is provided in the context of this seminar.
Stress Clinic Supervision and Team Meeting
For those trainees who elect to complete the Stress Clinic Concentration, a weekly 2-hour meeting is scheduled. During this meeting, trainees receive supervision on Stress Clinic clients seen individually and those receiving treatment in a class format. Training is provided on the use of various types of biofeedback equipment and treatment protocols. Time is also devoted to addressing issues related to program planning, development, and assessment.
Case Assignment Committee
Interns participate with senior staff each week in this case conference, during which new clients are presented and assigned or recommended for referral. Treatment issues and client dynamics are discussed, along with initial treatment planning recommendations. Interns have the opportunity to choose clients for their caseloads during the Case Assignment Committee meetings, with input from senior staff supervisors.
Multicultural Film Festival
Each week during the summer, senior staff, interns and postgraduate fellows participate in a lunch-time viewing of films which focus on race, class, gender, sexual orientation, religion or other cultural factors. Following the viewing, there is a discussion of the issues raised and the ways that they may impact our perspectives and our work with clients.
Direct Service & Training Experiences
Each intern is involved in a number of types of direct service during his or her training year, including brief psychotherapy with individuals and couples, group therapy, longer-term therapy, crisis intervention, case management, and diagnostic intake interviews. In addition, interns have the opportunity to gain experience in providing outreach programming, consultation services, and supervision of practicum-level therapists.
Psychotherapy
The Counseling Center provides psychotherapy services to an undergraduate and graduate student population which reflects society's diversity in terms of race, ethnicity, sexual orientation, age, gender, gender identity and religion. Clients at the Center present with a wide range of needs and concerns, ranging from developmental or transitional difficulties to serious, chronic psychopathology. Interns gain experience in using a variety of theoretical orientations and interventions to assist client's growth and remediation. Each intern typically has a caseload of about 12 - 15 clients.
In addition to brief therapy clients (typically seen for up to 15 sessions), interns may carry one long-term client for the duration of the internship year. It is also expected that each intern will have the opportunity to co-lead a therapy group during the internship year. Interns are involved in case selection, with input from supervisors. This ensures that each intern's caseload is appropriately diverse, but also allows interns to focus on developing specialty or interest areas.
Residence Life Consultation
Interns provide psychological and systems-oriented consultations for professional and paraprofessional staff within the department of Residence Life & Housing.. Each intern has primary consulting responsibility for one area of campus housing. Typical services include crisis management assistance, consultation for non-urgent student concerns, paraprofessional training, providing outreach workshops to address concerns within the residence halls, and mediation of organizational or staffing issues. Interns receive weekly group supervision on their consultation activities.
Supervision of Supervision
During the spring and/or summer terms, interns have the opportunity to gain supervisory experience by supervising a graduate-level practicum student from a local social work, professional counseling, counseling or clinical psychology training program. Group supervision, provided by a licensed psychologist, focuses on defining and enhancing the intern's supervisory style, using audiotapes of supervision sessions and didactic discussions on theoretical models of supervision.
Psychological Assessment
Interns gain significant diagnostic and assessment experience by conducting weekly intial assessment interviews, which focus on eliciting the information needed to formulate initial treatment plans for new clients. The Counseling Center does not typically conduct much formal psychological testing. However, interns with previous assessment experience may have the opportunity to gain additional testing experience as an elective training experience.
Crisis Intervention
Interns participate in the Center's on-call rotation along with senior staff, to assist students who come into the center in crisis during office hours. During the early part of the year, interns primarily serve as back-up for senior staff, but they are allowed to assume more responsibility as the year progresses and they gain experience. Crisis intervention activities may include case management with agencies on- or off-campus, consulting with parents, faculty members or peers who are concerned about a student on campus (within the limits of confidentiality), or providing debriefing after campus emergencies. In addition, interns participate in providing after-hours emergency coverage on a rotating basis. A senior staff member is always available for consultation during daytime and evening on-call hours.
In addition to the training experiences outlined above, interns have the opportunity to participate in other ongoing training activities within the University. These include the Clinical Research Conference within the Department of Psychology and Psychiatry Grand Rounds at the Medical School . Interns are also allowed educational leave time for conference or workshop attendance, and receive a travel fund ($100) for conference expenses. Each intern receives three hours of research time per week, which may be used for dissertation or other research projects.
Elective Training Experiences
Interns may elect to gain experience in several other settings within the University. Electives are typically matched to an individual intern's areas of interest.
Emory University Center for Women
The Emory University Center for Women serves as a resource for the university's female faculty, staff, and students. Working in conjunction with a senior staff member, an intern may elect to provide outreach programming and/or consultation to the staff of the Center. Interns may also assist with the support groups offered by the Center for Women.
Faculty Consultation
The consultation program hs been expanded to provide consultative support to faculty/staff and academic departments. The objective of the Faculty & Staff Consultation program is to assist facutly/staff members when they encounter students with personal concerns that impact both the individual student and academic environment. Interns have the opportunity to consult directly with faculty/staff via their on-call rotations. interns may also assist senior staff in providing outreach programs to faculty and staff who are concerned about meeting student needs.
Emory HELPLINE
The Emory HELPLINE is a student-run, volunteer, telephone crisis counseling service, which is advised by the Counseling Center. Interns may choose to assist the senior staff member who directs this program. The intern who selects this elective has the opportunity to develop skills in providing clinical group supervision to paraprofessionals within this coummunity-based intervention program. Interns also have the opportunity to develop skills in professional mentorship and advisement. Finally, interns have the opportunity to become actively involved in the recruitment and training of potential HELPLINE volunteers. Training activities include providing lectures on special topic areas and direct assistance with counseling skills development via supervision of trainee role plays.
International Student Programs Consultation
Interns with an interest in international cultural issues may choose to provide consultation for Emory's Office of International Student and Scholars Programs (ISSP). Possible services to students from other countries include crisis intervention, psychoeducational programs, assisting ISSP program staff with cross-cultural communication skills, and research regarding the needs and concerns of the international population. Supervision is provided by a Counseling Center staff psychologist.
Consultation with the Office of Lesbian, Gay, Bisexual and Transgender Life
The Office of Lesbian, Gay, Bisexual and Transgender Life (LGBT) provides programs and services which support the needs of lesbian, gay, bisexual and transgendered students, faculty and staff at Emory. Working with a senior staff member, an intern may choose to serve as a liaison/consultant with LGBT office staff. Consultation may include addressing organizational or staffing issues, providing outreach workshops, or assisting with the support groups offered by the LGBT office.
Family Therapy Team
Interns may choose to participate in specialized training and supervision in family and couple's therapy. This training takes place at Grady Hospital , an Emory-affiliated public hospital in downtown Atlanta . Participants in the Family Therapy Team participate in live supervision of couples and family therapy, and may have the opportunity to provide direct services.
Multicultural Programs and Services Consultation
The Office of Multicultural Programs and Services implements programs which support diversity within the University and address the needs of students of color on the Emory campus. An intern may elect to serve as a consultant to this office for the academic year. Possible consultation services include organizing and facilitating discussion groups, providing outreach training, and assisting with program development and evaluation.
Stress Clinic
Trainees may elect to complete a concentrated experience in stress management and biofeedback interventions. The opportunity will allow trainees to hone skills in program development, implementation, and evaluation. Trainees will become familiar with biofeedback using Thought Technology's Procomp Infiniti System, Heart Math's emwave system, and other programs to treat a varieity of issues related to stress. client interventions are conducted in a small class format where all participants have access to their own computerized biofeedback station. Classes are experiental which allows clients to develop their own personalized toolbox of relaxation strategies. Classes also incorporate a psychoedeucational component, covering a range of topics relevant to stress management. Trainees are expected to contribute to the development of psychoeducational materials, including relaxation scripts and recordings.
In addition to group interventions, tranees will have the chance to work individually with clients in the Stress Clinic. There are two ways that this might happen. One, trainees will case manage several clients who are prgressing throughthe curriculum with the aim of helping clients define and track progress towards measurable goals. During case management sessions, trainees will also collect data related to clients' stress management skills and emotional well-being in order to assess the program's efficacy. Two, there are cases within the stress clinic where treatment in an indiviualized format would prove more appropriate for clients' care. Trainees may carry several individual stress management clients . (caseload to be determined by stress clinic coordinator and primary supervisor). Group supervision of the Stress Clinic clinicians occurs once weekly in a 2-hour meeting.
Consultation with Adolescent Program
An Emory youth educational program provides another possible training site for interns. The Hughes Science Initiative program brings gifted African-American high school students to Emory's campus for an intensive summer math and science program. Interns may choose to serve as psychological consultants for this program, providing psychoeducational programs, consultation with program staff, and crisis intervention assistance. Intern consulting services with the adolescent programs are supervised by a Counseling Center psychologist.
Sexual Assault Response and Education Services
This elective is an opportunity to learn about the issue of sexual assault on the college campus. The intern will work with the program coordinator in providing educational outreach to the Emory community to raise awareness about sexual assault. The educational efforts incorporate premises of risk-reduction, social responsibility, and the inclusion of men in prevention efforts. Interns will gain experience in presenting seminars to students in the dormitories and to Resident Advisors through in-service training, as well as teaching course modules and facilitating classroom discussions on sexual assault. The intern will also have the option of participating in the leadership of the Sexual Assault Student Advisory Board. The board is responsible for planning and participating in Sexual Assault Awareness week at Emory.
Predoctoral Internship Goals, Objectives and Competencies
Goal #1: Interns will develop intermediate to advanced levels of competence in clinical practice and consultative work.
Objective(s) for Goal #1:
Objective A: Interns will demonstrate intermediate to advanced skills in psychodiagnostic assessment and evaluation.
Objective B: Interns will demonstrate intermediate to advanced skills in psychotherapy and case management.
Objective C: Interns will demonstrate intermediate to advanced skills in providing consultation and outreach services.
Objective D: Interns will demonstrate intermediate to advanced skills in crisis intervention.
Objective E: Interns will demonstrate an understanding of the ethical principles and laws that govern the practice of psychology and will be able to implement them in their clinical and consultative work.
Objective F: Interns will demonstrate their self awareness and be able to utilize it to intervene effectively in their clinical, supervisory and consultative work.
Competencies Expected:
--Demonstrated competence in initial assessment and diagnostic interviewing, including multiaxial diagnosis and formulating initial case disposition recommendations.
--Demonstrated competence in conducting brief and longer-term psychotherapy using theory-based and empirically supported treatments with clinically diverse clients (ranging from developmental concerns to severe psychopathology).
--Demonstrated competence in case conceptualization and treatment planning which incorporates relevant psychological theory and research.
--Demonstrated competence in the provision of case management, coordination of care, and referral services.
--Demonstrated competence in the provision of professional psychological consultation to university faculty and staff, other health and mental health professionals, and community members.
--Demonstrated competence in the provision of educational and outreach programs within the university community.
--Demonstrated competence in crisis intervention, safety assessment, resource mobilization, and stabilization of individuals and systems in crisis.
--Demonstrated familiarity with and adherence to the APA Ethical Principles for Psychologists and Code of Conduct.
--Demonstrated familiarity with and adherence to Georgia laws relevant to the practice of psychology.
--Demonstrated competence in self-assessment and awareness of the how the therapeutic process is impacted by culture, client dynamics and the therapist’s interventions and reactions.
--Demonstrated competence in self-assessment and awareness of the how the supervisory process is impacted by culture, client dynamics, supervisee’s functioning and the intern supervisor’s interventions and reactions.
How Outcomes are Measured:
--Participation in weekly supervision, seminars and meetings.
--Intern must be able to articulate diagnostic impressions, conceptualization, and treatment plan for initial assessments and ongoing therapy cases during weekly supervision meetings.
--Supervisor review of session recordings and intern clinical documentation.
--Interns must be able to articulate relevant clinical assessment, client safety and crisis management concerns to supervisors when managing crises with ongoing clients and during on-call days.
--Supervisor ratings of intern achievement on Center evaluation forms.
--Intern ratings on pre- and post-internship self-assessment forms.
--Information regarding licensure, employment and other career achievements via former intern surveys.
Minimum Thresholds for Achievement for Expected Competencies:
On their final evaluations, interns must receive ratings of 4 or 5 on a minimum of 70 percent of the evaluation items.
Goal #2: Interns will develop intermediate to advanced cultural competence, and demonstrate this competence in clinical and consultative work.
Objective(s) for Goal #2:
Objective A: Interns will demonstrate the ability to explore and understand their own values, attitudes, assumptions and behaviors related to issues of individual and cultural diversity.
Objective B: Interns will demonstrate sensitivity and competence in working with diverse clients, colleagues, supervisees and consultation constituents.
Competencies Expected:
--Demonstrated ability to recognize issues and differing perspectives related to culture, privilege and individual differences within the context of therapeutic, supervisory and consultative relationships.
--Demonstrated awareness of own cultural biases and expectations and how these may impact the therapeutic relationship.
--Demonstrated competence in discussing and exploring cultural and individual differences with clients when appropriate.
--Demonstrated ability to integrate information regarding cultural and individual differences into case conceptualization, treatment planning, and intervention strategies in clinical and consultative practice.
How Outcomes are Measured:
--Participation in weekly supervision, seminars and meetings.
--Intern selection of a culturally diverse clinical caseload during Case Assignment Committee (CAC) meetings.
--Supervisor review of session recordings and intern clinical documentation.
--Interns must be able to articulate relevant issues related to cultural and individual diversity during weekly supervision meetings.
--Supervisor ratings of intern achievement on Center evaluation forms.
--Interns will choose a film with significant cultural content and facilitate post-film discussion of the relevant issues with senior staff and peers during the Multicultural Film Festival.
--Intern ratings on pre- and post-internship self-assessment forms.
--Information regarding licensure, employment and other career achievements via former intern surveys.
Minimum Thresholds for Achievement for Expected Competencies:
On their final evaluations, interns must receive ratings of 4 or 5 on a minimum of 70 percent of the evaluation items.
Goal #3: Interns will develop intermediate to advanced development of professional identity as a psychologist and the roles related to functioning as a psychologist.
Objective(s) for Goal #3:
Objective A: Interns will demonstrate the ability to interact professionally with clients, supervisees, peers, supervisors and consultation constituents.
Objective B: Interns will demonstrate the ability to incorporate relevant theory and research into their clinical work.
Objective C: Interns will demonstrate the ability to provide clinical supervision to a practicum level therapist.
Competencies Expected:
--Demonstrated ability to interact in a cooperative and collegial manner with clients, peers, supervisors, other mental health professionals, university faculty and staff.
--Demonstrated ability to manage personal and professional stressors and challenges with appropriate self-care practices, stress management strategies and communication skills.
--Demonstrated capacity to accept positive and corrective supervisor feedback and incorporate it into clinical practice and professional functioning.
--Demonstrated competence in provision of clinical supervision which incorporates appropriate diagnostic impressions, case conceptualization, treatment planning, intervention strategies, and focus on the therapeutic process.
How Outcomes are Measured:
--Participation in weekly supervision, seminars and meetings.
--Interns’ ability to articulate professional development and career goals with clarity and awareness of own strengths and areas for growth during supervisor, preceptor and Training Director meetings.
--Supervisee evaluation of intern’s provision of clinical supervision.
--Supervisor review of session recordings, practicum supervision recordings and intern clinical documentation.
--Supervisor ratings of intern achievement on Center evaluation forms.
--Intern ratings on pre- and post-internship self-assessment forms.
--Information regarding licensure, employment and other career achievements via former intern surveys.
Minimum Thresholds for Achievement for Expected Competencies:
On their final evaluations, interns must receive ratings of 4 or 5 on a minimum of 70 percent of the evaluation items.
STIPEND AND BENEFITS
The stipend for the internship year is $24,000.00. Interns receive the same health and dental insurance benefits as regular, full-time staff, and have access to University library and computer facilities. There is a fitness center on campus which interns may use for a low annual fee. Interns receive two weeks of paid vacation, eleven University holidays, 12 sick days, a $100 professional development fund (to assist with conference/workshop attendance costs), 4 hours per week of dissertation research time, and one week of professional or educational leave.
APPLICATION MATERIALS
All application materials should be submitted online using the APPIC Application for Psychology Internship. Online (AAPI Online). Furlther details regarding this process are available on the APPIC website (http://www.appic.ort/match/5_ 3_ match_ application.html). All of the application materials will be uploaded via the applicant portal on the AAPIC website. We will not accept any paper materials. The electronic application includes:
- Completed Curriculum Vita
- Cover Letter
- Three letters of recommendations. You may choose to include a fourth letter if it provides unique perspective, but we only require 3.
- Graduate school transcripts
APPLICATION DEADLINE
All materials should be submitted before November 1, 2012.
TRAINING STAFF
Follow this link for a list of current training staff
INTERNS
2011-2012
Ian Bonner ,MA, Clinical Psychology, Adler School of Professional Psychology
AnneMarie Jeffries, MA,Clinical Psychology, Argosy University-Atlanta
Patrick Oates, MA, Clinical Pschology, Argosy University-Atlanta
Karen Tringle, MA,
Clinical Pschology, Argosy University-Atlanta
2010-2011
Ayanna Abrams, Psy.D,Clinical Psychology, Chicago School of Professional Psychology
Jennifer Cox, MSW, Psy.D,Clinical Psychology, Spalding University
Katie Tart, Psy.D,Clinical Pschology, Argosy University-Atlanta
2009-2010
Leanna Fortunato, Ph.D,Clinical Psychology, Eastern Michigan University
Jessica Kordansky, Ph.D,Counseling Psychology, Georgia State University
Laurea Moffitt, Ph.D,Counseling Pschology, University of Tennessee-Knoxville
2008-2009
Jessica Miller, Psy.D clinical Psycholgy., Indiana University of Pennsylvania
Gabriela Ramierez-Lewis, Psy. D, Clinical Psychology, Argosy University-Atlanta
Diana Simeonova, Ph.D., Clinical Psychology, Emory University
2007-2008
Daniel Crosby, Ph.D Counseling Psychology, Brigham Young University
Kathryn Ganske, Ph.D Counseling Psychology, Georgia State University
Claudia Brasfield, Ph.D Counseling Psychology, Georgia State University
2006-2007
Maryam Ilahi, Psy.D. Clinical Psychology, Illinois School of Professional Psychology
Chandana Kanithi, Psy.D. Clinical Psychology, California Institute of Integral Studies
John Wilson, Psy.D., Clinical Psychology, Georgia School of Professional Psychology
2005-2006
Susanna Gallor, Ph.D. Counseling Psychology, University of Maryland -College Park
Stephanie Klein, Ph.D. Clinical Psychology, American University
Rebecca Walter, Ph.D. Clinical Psychology, Catholic University
2004-2005
Jaime A. Blandino, Ph.D. Clinical Psychology, Georgia State University
Angela D. Schaffner, Ph.D. Counseling Psychology, Ball State University
Benjamin Stillman, Psy.D. Clinical Psychology, Loyola College of Maryland
2003-2004
Meredith M. Campbell, Psy.D. Clinical Psychology, University of Denver
Nancy K. Lewis, Psy.D.. Clinical Psychology, Georgia School of Professional Psychology
Maria Mosby-Nickens, M.S. Counseling Psychology, Howard University
2002-2003
Lindi A. Meadows, Ph.D. Clinical Psychology, Georgia State University
Kesi L. Miller, Ph.D. Clinical Psychology, Southern Illinois University at Carbondale
James D. Russell, Psy.D. Clinical Psychology, Georgia School of Professional Psychology
2001-2002
Melonie A. Bell, Ph.D. Counseling Psychology, University of Georgia
Nelson J. Binggeli, Ph.D. Counseling Psychology, Georgia State University
Scott M. Salathe, Psy.D. Clinical Psychology, Spalding University
2000-2001
Jessica O. Baker, Ph.D. Counseling Psychology, University of Florida
L. Carolyn Turner, Ph.D. Clinical Psychology, University of Louisville
Allan P. Vives, Ph.D. Clinical Psychology, The Pennsylvania State University
1999-2000
Wendy C. Bailey, Ph.D. Clinical Psychology, Emory University
Joya A. Crear, Ph.D. Counseling Psychology, The Pennsylvania State University
Rashaun K. Roberts, Ph.D. Clinical Psychology, Case Western Reserve University
1998-1999
Maureen C. Deger, Ph.D. Counseling Psychology, Arizona State University
Deborah L. Southerland, Ph.D. Counseling Psychology, University of Southern California
Michelle L. Toma-Harrold, Ph.D. Clinical Psychology, Michigan State University
1997-1998
Nicole L. Jenkins, M.A. Clinical Psychology, Southern Illinois University-Carbondale
Gregory Simonsen, Ph.D. Counseling Psychology, University of North Texas
Jennifer E. Spring, Ph.D. Counseling Psychology, Indiana State University
1996-1997
Jeffrey Penick, Ph.D. Counseling Psychology, Georgia State University
Lynn Thompson, Ph.D. Clinical Psychology, University of South Dakota
Allyson Yarbrough Clay, M.S. Counseling Psychology, University of Southern Mississippi
1995-1996
Carol Goodwin, M.S., M.A. Clinical Psychology, Georgia School of Professional Psychology
John Reed, M.B.A., Ph.D. Counseling Psychology, University of Georgia
Nicholette Scofield, M.A. Clinical Psychology, Georgia State University
1994-1995
Sara Dimitri-Carlton, Ph.D. Clinical Psychology, Catholic University
Jonathan Raskin, Ph.D. Counseling Psychology, University of Florida
Valerie Vroon Raymond, Psy.D. Clinical Psychology, Georgia School of Professional Psychology
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such discrimination. Emory University complies with all applicable equal employment opportunity laws and regulations, and follows the principles outlined above in all aspects of employment including recruitment, hiring, promotions, transfers, discipline, terminations,
wage and salary administration, benefits, and training.
Emory University has an approved Affirmative Action Plan and complies with Executive Order 11246, as amended, Section 503 of the Rehabilitation Act of 1973, the Vietnam Era Veteran's Readjustment Assistance Act, and applicable regulations thereunder. Any inquiries should be directed to the Emory University Office of Equal Opportunity Program, Administration Building, Atlanta, Georgia 30322-0520. Telephone: (404) 727-6010 (V/TDD).
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