Department Quicklinks
24 Hour Phone Response:
CAPS has mental health staff available for consultation 24 hours a day by phone.
To reach a CAPS staff member call:
(530) 752-0871
Intern Program (APA-Accredited)
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The overarching objective of the internship training program, an integral element of CAPS organization, is to train ethical, competent psychologists who are capable of functioning independently and will contribute both to the welfare of society and to the profession. The educational philosophy and training model of our internship program is to provide training grounded in core competencies and the scientific principles of our profession, which emphasize the area of applied practice. The training staff realizes that the most important learning occurs through providing service under the direct supervision and mentorship of a senior staff professional. Such “learning by doing” is guided, enriched and deepened through seminars, consultations and in-service staff development activities.
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UPDATED INFORMATION AVAILABLE ONLINE NOW:
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The following information reflects UC Davis, CAPS Internship Program expectations for 2010-2011.
Internship Program In Professional Psychology Accredited By The American Psychological Association
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APPIC Program Code # 1117
APPIC National Matching Service (NMS) Program Code # 111711
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Below is information about the program. Click on any blue text in this section to expand or open links with relevent information. You will also find a pdf of all of the information contained at the bottom of this page.
- The University & Surrounding Community
- About CAPS
- Professional Staff
- Listing of Former Interns / First Post-Internship Positions
- The Training Program
- Commitment to Mentoring and the Practitioner-Scholar Model - The training staff believes that mentor relationships with interns are essential methods of transmitting knowledge and appropriate professional, ethical behavior. Thus, the training staff emphasizes the development of supportive, challenging, collegial relationships with interns. The practice of psychology is the primary focus of the training program, with this practice being informed by scholarly inquiry.
- Commitment to Teaching Proficiencies across Foundational and Functional CompetenciesRodolfa, E., Bent, R., Eisman, E., Nelson, P., Remh, L., Ritchie, P., (2005) - The internship is designed to offer supervised experiences to interns who wish to develop and enhance skills in providing the varied services offered through a university counseling center. These services include intake, assessment, individual and group counseling and psychotherapy, crisis intervention, supervision of trainees, consultation, outreach programming, psychological testing, and research. The core of the internship is intensive supervision in short-term psychotherapy.
- Commitment to Training in Providing Services to a Diverse Clientele - Integral to the functioning of a psychologist is the ability to understand and competently provide a breadth of psychological services to a pluralistic clientele. Training seminars, weekly supervision and the richness of a diverse client population provide opportunities for interns to examine their own reactions to differences as well as the effects of their own background on their attitudes, biases, and behaviors when providing service to clients. Due to the changing demographics in the state of California, and the resulting increase in the ethnic diversity of the student population, the internship emphasizes training and experiences in providing services to an ethnically diverse group of students. The goals of diversity training emphasize, but are not limited to improving ethnic and cultural sensitivity, increasing awareness of differences (e.g. sexual orientation, physical challenge, non-traditional age), and developing competence in multicultural counseling.
- Commitment to Facilitating Personal Growth and Professional Identity - The internship is viewed as a period of integration of academic learning and applied experiences. This is a time for each intern to transition from student to professional psychologist. Emphasis is placed on the development of professional identity and facilitating personal growth. This process incorporates gaining self-knowledge, having confidence in the ability to make sound, ethical, clinical, and personal judgments, being comfortable with multicultural settings, and experiencing a sense of responsibility to oneself, the profession, and society. As a training faculty, we facilitate this process through mentoring, supervision, consultation, modeling and professional interaction. We also recognize the developmental aspect of professional identity and as such over the course of the training year, interns experience a shift in their roles, relationships and responsibilities from that of trainee to colleague.
- Commitment to Flexibility in Developing each Intern's Training Program - The internship program provides a series of structured activities that take into account the needs, interests and backgrounds of each individual intern. Interns select their objectives and areas of emphasis to meet their own goals. Individualized contracts are established in consultation with the Director of Training and are reviewed and revised as necessary on a quarterly basis.
- Self-Disclosure - Given our training program's goal to train ethical, competent psychologists who are capable of functioning independently, opportunities for personal exploration and self- reflection occur throughout the year. When appropriate, interns are encouraged to explore historical influences and personal data that may affect professional practice. Our staff use a consultative model of supervision and supervisors may consult with one another about trainees when relevant. The internship training program functions in a manner consistent with the American Psychological Association's 2002 Ethical Standard 7.04 (Student Disclosure of Personal Information) as contained in the Revised Ethical Principles of Psychologists and Code of Conduct (APA 2002).
- Background - Respect for diversity and for values different from one’s own is a central value of counseling psychology training programs. The valuing of diversity is also consistent with the profession of psychology as mandated by the APA's Ethical Principles and Code of Conduct (2002) and as discussed in the Guidelines and Principles of Programs in Professional Psychology (APA, 2005). More recently there has been a call for counseling psychologists to actively work and advocate for social justice and prevent further oppression in society.
- UC Davis CAPS - Our practicum, internship, postdoctoral training programs exist within a multicultural community which contains people of diverse racial, ethnic, and class backgrounds; national origins; religious, spiritual and political beliefs; physical abilities; ages; genders; gender identities, sexual orientations, and physical appearance. We believe that our training community is enriched by members’ openness to learning about others who are different from them as well as acceptance of others. We recognize that no individual is completely free from all forms of bias and prejudice and acknowledge that CAPS will evidence a range of attitudes, beliefs, and behaviors.
- Expectations of Trainers and Trainees
- Agree to work together to create a training environment that is characterized by respect, safety, and trust and are expected to be supportive of all individuals.
- Committed to the social values of respect for diversity, inclusion, and equity.
- Committed to critical thinking and the process of self-examination so that prejudices or biases (and the assumptions on which they are based) may be evaluated.
- Acquire and utilize professionally relevant knowledge and skills regardless of their beliefs, attitudes, and values.
- Expectations Specific to Trainers
- Engage trainees in a manner inclusive and respectful of their multiple cultural identities.
- Examine own biases and prejudices in the course of their interactions with trainees so as to model and facilitate this process for their trainees (this can include discussions about personal life experiences, attitudes, beliefs, opinions, feelings, and personal histories).
- Assuming no one is free from biases and prejudices, trainers will remain open to appropriate challenges from trainees to their held biases and prejudices.
- Examine and engage in exploration of multiple intersecting identities as they relate to nuances of power and privilege within the supervisory relationship.
- Committed to lifelong learning relative to multicultural competence.
- Expectations Specific to Trainees
- Engage in self-reflection and introspection of attitudes, beliefs, opinions, feelings, and personal history.
- Examine and attempt to understand any of the above to eliminate potential negative impact on their ability to perform the functions of a psychologist, including but not limited to providing effective services to individuals from cultures and with beliefs different from their own.
- A Powerpoint presentation with handouts.
- A description of how the hours were used and the outcome of those hours.
- How the hours furthered your professional development (outcome).
- A clear explanation of your project and the utility of the project you chose.
- How this project corresponds to your work at CAPS or the utility of your project for CAPS services / staff.
- At least 5 minutes at the end of your presentation for Q&A.
- Completed TSP presentation participant rating forms to provide you with feedback on your presentation to further your professional development. These forms will be provided to you prior to your presentation.
- MIP (Academic) - The intern actively participates in the first part (Academic) of the Multicultural Immersion Program (MIP). The intern participating in the MIP Academic Experience (Building the Foundation for Cross-Cultural Understanding) attends the lecture and co- facilitates a discussion and intercultural dialogue group for the undergraduate students enrolled during fall and winter quarters. The first course provides the knowledge, context, and perspective. The second course focuses on a psychological perspective of diversity with an emphasis on racial and cultural identity development and current applied research on cultural competency issues. The intern assists with administrative aspects of the program during fall and winter and may be asked to be a guest lecturer in the course.
- MIP (Internship Experience) - The intern educates and trains MIP “graduates” (students who have completed academic courses described above) who are interested in gaining skills in workshop design and in promoting positive intercultural relations, and social justice. The intern co-teaches the year -long internship course, as well as trains and supervises the undergraduate student interns on workshop development, implementation, and facilitation in the areas of intercultural awareness and race relations.
- Eating Disorders - This emphasis offers training in individual and group therapy, consultation, and community programming in the area of eating disorders. The intern co-leads an eating disorders group, participates in the campus committee on body image and eating disorders, attends the eating disorders clinical meeting at Cowell Student Health Center, and participates in the Yolo County Eating Disorders Network. Programming and outreach on eating disorders is done throughout the year and the intern provides consultation to the health providers, health educators and peer educators at Cowell Student Health Center. See the Eating Disorders website for more information. (http://caps.ucdavis.edu/consultationoutreach/sport/eating/index.htm)
- Sport Psychology - This emphasis area provides the intern with an opportunity to work with student-athletes, coaches, and athletic department staff in the two areas of consultation and counseling. Sport consulting with student-athletes and coaches entails (a) performance enhancement skills training, (b) life skills training, (c) coach, athlete, and team relationship development, and (d) psycho-educational groups (e.g., goal setting, concentration, motivation, stress management, team cohesion, dealing with sport injury). The intern will co-facilitate a skills development group to enhance student-athletes’' performance. Counseling to athletes will assist, educate, and support student-athletes to enhance positive performance within and outside of their given sport. The intern meets weekly with this emphasis supervisor to discuss organizational and clinical issues in working with student-athletes. The intern will also have an opportunity to teach and conduct research on or with intercollegiate student-athletes and coaches. See the Sports Psychology website for more information. (http://caps.ucdavis.edu/consultationoutreach/sport/index.htm)
- Stress & Wellness - The intern in this emphasis area has an opportunity to be involved in both the clinical and programmatic efforts of the Stress & Wellness Clinic (SWC), which is designed to address student needs specific to stress and anxiety. The intern treats individual clients presenting with anxiety and stress related concerns and facilitates/co-facilitates several Stress & Wellness groups throughout the year. Current groups include: Breaking Free of Stress & Anxiety, Mindfulness Meditation, Yoga for Stress Reduction & Health, Mindfulness Therapy, Stop Worry From Stopping You, Relaxation for Stress Reduction, and Biofeedback. New groups may be developed as needed and as resources allow. The intern may also be involved in developing programming for and coordinating the Wednesday Wellness Workshops, an outreach component of the Stress & Wellness Clinic. Over 20 different workshops were offered this past year including The Art of Sleeping, Guided Imagery, Reducing Stress Using Breathing & Muscle Relaxation, and Cultivating Your Intuition. The intern also participates in the SWC staff meetings and may also be involved in the assessment and screening of students for the SWC groups. See the Stress and Wellness website for more information. (http://caps.ucdavis.edu/consultationoutreach/stresswellness/index.htm)
- Models of Short Term Therapy
- Assessment and Testing
- Diversity Introduction (Self-Awareness)
- Intake Training
- Boundaries
- Ethics
- Disability
- Consultation Outreach Peer Education (COPE)
- Group Therapy
- Career Testing
- Crisis Intervention and Urgent Care Intro*
- Eating Disorder Intro*
- AOD / Behavioral Health Intro*
- Clinical Services Intro*
- Sports Psychology Intro*
- Stress and Wellness Clinic (SWC) Introduction*
- Psychiatry Intro*
- Diversity Seminar Series - Clinical Issues in a Multicultural Context
- Intern Team Meeting
- Topical Seminar
- Clinical Issues in a Multicultural Context
- Clinical Issues with Lesbian, Gay, Bisexual, and Transgender Clients
- Multicultural Case Conference - Examining Cultural Factors in Assessment and Treatment
- Topical Seminar
- Eating Disorders
- Professional Balance and Self-Care
- Psychiatric Consultation
- Assessment and Testing
- Clinical Topics
- Brief Psychotherapy
- Crisis Intervention
- Licensure and Job Search Seminar
- Supervision of Practicum
- Alcohol and Other Drugs
- AOD/Behavioral Health
- Psychiatric Consultation
- Clinical Issues in a Multicultural Context
- Exploration of Self, Culture, & Race from a Relational-Cultural Theory Perspective
- Topical Seminar
- Professional Balance and Self-Care
- Crisis Intervention
- Psychiatric Consultation
- Assessment and Testing Case
- Intern Team Meeting
- Diversity: MIP Staff Meeting
- Clinical Issues in a Multicultural Context
- Brief Interventions with Personality Disorders
- Examining Power and Privilege: Clinical Implications
- Examining Able-Body-ism
- Topical Seminar
- Professional Balance and Self-Care
- Crisis Intervention
- Assessment and Testing Case
- Intern Team Meeting
- Topical Seminar
- Professional Balance and Self-Care
- Crisis Intervention
- Assessment and Testing Case
- Postdoc TSP Presentation (Jobs/EPPP)
- Intern Team Meeting
- Formal Case Conference
- Assessment/Diagnosis/Case Conceptualization
- Intervention
- Crisis Intervention
- Psychological Testing
- Consultation and Outreach
- Personal Characteristics
- Relationships and interpersonal issues
- Use of supervision
- Provision of supervision and mentorship
- Management and administration
- Diversity: individual and cultural differences
- Legal and ethical standards.
- Application
Click Here To Expand/Collapse The Entire Page, If You Wish To Read Straight Through
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Information about the University, Surrounding Community, & CAPS
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The University of California, Davis (UCD) is noted for its academic excellence, pastoral setting and friendly small town atmosphere. It encompasses a complex aggregation of people, programs and facilities united by a shared desire to learn. The University is organized into three undergraduate colleges, a graduate division and four professional schools--Law, Medicine, Veterinary Medicine, and School of Management. UCD offers more than 100 undergraduate majors in 18 disciplines (groups of related majors) and 75 graduate majors in 10 disciplines. You can learn more about UC Davis, by visiting the UCD website at: http://www.ucdavis.edu.
With an enrollment of approximately 30,000 students, it is the third largest campus in the University of California system. Reflecting recent demographic changes throughout the state, the proportion of ethnic students at Davis has increased significantly: from 17% in 1980 to about 54% in 2005. African American students comprise about 2.4% of the student body, Asian/Pacific Islander 34.6%; Chicano/Latino 9.6%; Native-American .6%; and White/Caucasian 40%. There is a commitment to the continued growth and improvement of the campus environment to foster cooperation and understanding between an increasingly diverse student population.
The Davis campus lies adjacent to the City of Davis (population about 60,000). Sacramento, with all its resources as the state capital, is only 20 minutes away, yet Davis is surrounded on all sides by open spaces. Within a 70-mile radius are several lakes, the famed Napa Valley wine country, San Francisco, and the foothills of the Sierra Nevada mountains. Within 150 miles are the Pacific Ocean coastal areas to the west and Lake Tahoe in the Sierra Mountains to the east. For more information, you can review the local Davis Enterprise, or the area newspaper, the Sacramento Bee.
Winters in Davis are mild with rain and the temperatures rarely go below freezing. Summers are sunny, hot and dry. Davis weather in the spring and fall is among the most pleasant in the state. Davis is very much a bicycling town. More than 40 miles of bike paths and 30,000 bicycles have given Davis the title of “City of Bicycles”. A local bus line links Davis with nearby cities of Sacramento and Woodland. A Greyhound bus terminal and Amtrak station are also located in town and the Sacramento Metropolitan Airport is a 20-minute drive from Davis.
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Overview - CAPS is a comprehensive service facility. CAPS programs and services are designed to enhance the personal, social, educational and career development of the students of University of California Davis. These services and programs include individual counseling and psychotherapy, group counseling and psychotherapy, couples counseling, psychological assessment, crisis intervention, and career counseling and testing. Staff also provide referral information, psychiatric evaluation and intervention, consultation and educational programs, participate in the Multicultural Immersion Program, and provide training and supervision for peer counselors. In addition, CAPS
is associated with The House peer counseling program. Finally, CAPS offers specific services in the following areas: Sport Psychology, Eating Disorders, Stress & Wellness and Behavioral Health.
Staff - The professional staff consists of a multidisciplinary and culturally diverse group of psychologists, psychiatrists, marriage and family therapists, and social workers. A variety of psychotherapeutic orientations are represented including self-psychology, object relations, psychodynamic, interpersonal, family systems, cognitive-behavioral, relational-cultural, feminist, and organizational development approaches. Most of the staff are integrative in the ways they work with students and they share a commitment to a developmental point of view. Staff members are active in professional organizations and some have served in leadership roles within in these national organizations.
Resources - There is a variety of technological support available. All interns are provided with video cameras connected to their computer to record sessions. Each intern has a 20” Apple Macintosh (iMAC) computer in his/her office with e-mail and Internet access. CAPS has a small resource library which includes a job announcement binder updated frequently. Interns also have access to one of the largest libraries in the UC System. In addition, CAPS has available EPPP study materials (workbooks and cd’s) to use as a resource when preparing to take the licensure exam.
Clientele - During the 2008-09 academic year, approximately 3900 students received counseling services, which represents about 13% of the approximately 30,500 enrolled undergraduate, graduate, and medical students. Approximately 50% of the clients seeking counseling services are ethnic minority students. Students seeking service presented a variety of symptoms, syndromes, and disorders including affective disorders, anxiety disorders, relationship problems, eating disorders, and personality disorders. A few students present with schizophrenic disorders or psychotic symptoms. The majority of clients, however, present with adjustment reactions, mood and anxiety disorders, and developmental problems typical of a college student population.
Through our psycho-educational programs and outreach efforts, staff provided information and training to about 10,000 students, faculty, and staff annually. Primary recipients of CAPS programming efforts included the Cowell Student Health Center, Health Education Program, Medical School, Cross Cultural Center, Student Housing, Activities and Recreation Center (ARC), Sociology Department, Services for International Student Services, various ethnic student groups (through Student Programs and Activities), and Exercise Science/Intercollegiate Athletics. Topics included cross cultural communication, and adjustment, drug and alcohol abuse, eating disorders, body image, communication skills, career decision making, counseling skills, stress management, stress & wellness, assertiveness training, managing critical situations and making referrals, dealing with distressed students, among others. CAPS consultation services responded to requests from various units of the University community.
Accreditation - CAPS is accredited by the International Association of Counseling Services (IACS). The Internship Program is accredited by the American Psychological Association (APA) and is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and the Association of Counseling Center Training Agencies (ACCTA). The Postdoctoral Program is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC).
First Post-Intern Activity: Adobe (PDF)
Listing of Former Interns - Click on a year to see the interns for the corresponding year.
Cara Arndorfer, Ph.D.
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Postdoctoral Resident
CAPS - University of California, Davis
Stefanie Greenberg, Ph.D.
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Postdoctoral Resident
CAPS - University of California, Davis
Katherine Leinberger, M.A.
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Continuing Internship Hours
CAPS - University of California, Davis
Renee Mapes, Psy.D.
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Postdoctoral Resident
CAPS - University of California, Davis
Alejandro Morales, Ph.D.
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Assistant Professor
University of Missouri, Columbia
Sheetal R. Shah, Ph.D.
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Postdoctoral Resident
CAPS - University of California, Davis
Misty Hall, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Diana Hill, Ph.D.
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Clinical Director
La Luna Eating Disorders Center
Tanisha Johnson Maxwell, M.A.
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Counseling Faculty
Estrella Mountain Community College
Karin Lawson, Psy.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Michael Maguire, Psy.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Jennifer Sand, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Elizabeth Boyer, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Christy Hofsess, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Agnes Kwong, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Allison Lau, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Melissa McLain, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Anneliese Singh, Ph.D.
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Assistant Professor
Human Development Services - University of Georgia
Rufus R. Gonzales, Ph.D.
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Staff Psychologist
Counseling Center - DePaul University
Kensa K. Gunter, Psy.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Angela J. Krumm, Ph.D.
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Postdoctoral Fellow
Counseling Center - Stanford University
Karen N. Paez, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Heather J. Peters, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Sharon Zygowicz, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Natacha Foo Kune, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Jesse Owen, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Jennifer Pollak, Psy.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Herlina Pranata, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Karen Tao, Ph.D. Candidate
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Teaching Assistant, completing dissertation
University of Wisconsin, Madison, Counseling Psychology
Brian Vasquez, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Alena Betton, Ph.D.
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Staff Psychologist
Eating Disorders Clinic, Toledo, OH
Carrie Castañeda, Ph.D. Candidate
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Teaching Assistant
University of Utah
Sunna Jung, Ph.D. Candidate
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Completing Dissertation
Tiffany Mimms, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Steven Portenga, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Chia-Chih (DC) Wang, Ph.D.
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Assistant Professor
University of Missouri, Columbia
Jennifer Castro, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Lisa Edwards, Ph.D.
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Postdoctoral Research Fellow
Psychology Department, University of Notre Dame
Iverson Eicken, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Amber Tran, Ph.D.
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Postdoctoral Fellow
Child Psychiatry Department, Kaiser Permanente, South Sacramento, CA
Joseph Turner, Ph.D.
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50% Postdoctoral Research Fellow/50% Public Administrative Analyst
Department of Epidemiology, University of California, Los Angeles
Kayoko Yokoyama, Ph.D.
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Postdoctoral Fellow
University of San Francisco, Counseling Center
Mitchel Adler, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Don-Anthony Capone, Psy.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
Hsing-Fang Chang, Ph.D. Candidate
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Working on Dissertation
University of Southern California
Neera Puri, Ph.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
S. Nicole Webber, Ph.D. Candidate
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Private Practice
Ross Flowers, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Ann Grant, Psy.D. Candidate
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Working on Dissertation
The Wright Institute
Ramon Herrera, Ph.D. Candidate
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Working on Dissertation
Washington State University
Susan Ko, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Renee Lopez, Ph.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
Lisa Petersen Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Edna Esnil, Psy.D. Candidate
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Psychological Assistant
Private Practice, San Francisco, CA
Alan Goodwin, Ph.D. Candidate
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Psychological Assistant
Private Practice, Los Angeles, CA
Lisa Osachy-Touster, Psy.D.
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Postdoctoral Fellow
Stanford University, Counseling Center
Lucila Ramos-Sanchez, Ph.D.
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Assistant Professor
Santa Clara University
Shelley Riggs, Ph.D.
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Assistant Professor
Texas Women's College
Laura Wright, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Anne Alden, Ph.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
Jennifer Chow, Ph.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
Claytie Davis, III, Ph.D.
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Staff Psychologist
University of California, Berkeley
Renee Del Rio, Psy.D.
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Postdoctoral Fellow
Williamsburg, VA
Nico Peruzzi, Ph.D.
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Director, Research and Development
mypsch.com, San Francisco
Loraine Van Tuyl, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Dafna Gatmon, Ph.D.
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Postdoctoral Fellow
Kaiser Medical Center
Daniel Jackson, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis and Kaiser Medical Center
Lisa Koshkarian, Ph.D.
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Postdoctoral Fellow
St. Mary's Medical Center, McAuley Behavioral Health Services
Nora Martos-Perry, Ph.D.
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Postdoctoral Fellow
St. Mary's Medical Center, McAuley Behavioral Health Services
Adriana Molina, Ph.D. Candidate
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Postdoctoral Fellow
CAPS - University of California, Davis
Neesha Patel, Ph.D.
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Staff Psychologist
University of Texas at Austin, Counseling Center
Diana Bartle, Psy.D.
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Postdoctoral Fellow
Brown University School of Medicine
Sylvain Boies, Ph.D.
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Postdoctoral Fellow
Stanford University, Counseling Center
Diana Davis, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Nina Grimes, Ph.D.
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Postdoctoral Fellow
Families in New Directions, Los Angeles
Paul Ratanasiripong, Ph.D.
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Staff Psychologist
Westside Crisis and Outpatient Clinic, San Francisco
June Tai-Chun Yu, Ph.D.
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Postdoctoral Fellow
California State University, Sacramento, Counseling Center
Linda Chalk, Ph.D.
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Associate Director
Dickinson College, Counseling Center
Susan Conner, Ph.D.
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Postdoctoral Fellow
CAPS - University of California, Davis
Anthony Jannetti, Ph.D.
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Staff Psychologist
Health Maintenance Organization
Nancy Kawasaki, Ph.D.
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Staff Psychologist
University of Colorado - Boulder
Tracy LaRue, Ph.D.
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Postdoctoral Fellow
Stanford University, School of Medicine
Richard Lee, Ph.D.
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Assistant Professor
University of Texas, Austin
Lori Jackman, Ph.D.
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Private Practice
Louisiana
Mary Mendoza, Ph.D.
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Postdoctoral Fellow
Kaiser Permanente San Francisco, CA
Sukhvender Nijjer, Ph.D.
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Completing Dissertation
Michigan State University
Dao Nguyen, Ph.D.
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Staff Psychologist
University of Pittsburgh
Peter Russell, Ph.D.
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Postdoctoral Fellow
Stanford University, Counseling Center
Richard Vielle, Ph.D.
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Staff Psychologist
Family Service Center, Monterey, CA
Mark Chamberlain, Ph.D.
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Instructor/Private Practice
West Minister College/Salt Lake City, UT
Michael Goh, Ph.D.
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Teaching, Consulting, Practicing
Singapore
Sandra Haynes, Ph.D.
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Instructor
Metropolitan State College of Denver
Diane Kaplan, Ph.D.
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Coordinator of Practicum Program
CAPS - University of California, Davis
Priscilla Marquis, Ph.D.
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Postdoctoral Fellow
Kaiser-Permanente, Santa Clara, CA
Linda McBride, Ph.D.
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Private Practice
Sacramento, CA
Patricia Dinas, Ph.D.
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Coordinator of Practicum Program
CAPS - University of California, Davis
April Fernando, Ph.D.
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Staff Psychologist & Coordinator of The House
CAPS - University of California, Davis
Jeff Hurst, Ph.D.
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Staff Psychologist
Weber State University, Counseling Center
Karin Nilsson, Ph.D.
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Psych Assistant/Private Practice
Sacramento, California
Yvonne Terrell, Ph.D.
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Staff Psychologist
Shoreline Community College, WA
Singkin Yue, Ph.D.
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Staff Psychologist
San Francisco State University, Counseling Center
Chip Benight, Ph.D.
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Assistant Professor
University of Colorado, Psychology Department
Robin Holmes, Ph.D.
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Staff Psychologist
University of Oregon, Counseling Center
Lori Pasion-Gonzales, Ph.D.
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Staff Psychologist
CSU Long Beach, Counseling Center
Elaine Wohlgemuth, Ph.D.
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Assistant Professor
University of Oregon, Education Department
John Yurich, Ph.D.
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Staff Psychologist/Director of Training
University of Washington, Counseling Center
Jennifer Gordon, Ph.D.
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Postdoctoral Fellow
CG Jung Institute, Zurich, Switzerland
Theresa Nicassio, Ph.D.
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Staff Psychologist
University of Nevada, Las Vegas, Counseling Center
Hali Rowen, Ph.D.
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Staff Psychologist
CAPS - University of California, Davis
Daphna Steier, Ph.D.
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Assistant Director/Staff Psychologist
University of Seattle, Counseling Center
Anita Davena, Ph.D.
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Staff Psychologist
CAPS - University of California, Davis
Tom Hall, Ph.D.
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Private Practice
Fresno, CA
Valerie Holms, Ph.D.
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Assistant Professor
University of Manitoba, Psychology Department
Dave Komatz, Psy.D.
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Staff Psychologist
St. Albins College, Counseling Center
Martha Kitzrow, Ph.D.
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Staff Psychologist
University of Idaho, Counseling Center
Sadhana Vohra, Ph.D.
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Private Practice
New Delhi, India
Bonnie Wilson, Ph.D.
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Private Practice
Davis, CA
Information about the Training Program & Applying
The following information describes the APA Accredited Predoctoral Internship Program at UC Davis - CAPS. Information about APA Accreditation is available through the The Commission on Accreditation (CoA).
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Office of Program Consultation and Accreditation
Education Directorate
American Psychological Association
750 First Street NE
Washington, DC 20002
Phone: (202) 336-5979
Fax: (202) 336-5978
Email: apaaccred@apa.org
Educational Model & Training Goals
The overarching objective of the internship training program, an integral element of CAPS organization, is to train ethical, competent psychologists who are capable of functioning independently and will contribute both to the welfare of society and to the profession. The educational philosophy and training model of our internship program is to provide training grounded in core competencies and the scientific principles of our profession, which emphasize the area of applied practice. The training staff realizes that the most important learning occurs through providing service under the direct supervision and mentorship of a senior staff professional. Such “learning by doing” is guided, enriched and deepened through seminars, consultations and in-service staff development activities. The internship program is defined by a commitment to the following goals:
Goals:
Members of our training community are committed to educating each other on the existence and effects of racism, sexism, ageism, heterosexism, religious intolerance, and other forms of prejudice. Evidence of bias, stereotyped thinking, and prejudicial beliefs and attitudes will not go unchallenged, even when such behavior is rationalized as being a function of ignorance, joking, cultural differences, or substance abuse.
In summary, all members of CAPS are committed to a training process that facilitates the development of professionally relevant knowledge and skills focused on working effectively with all individuals inclusive of demographics, beliefs, attitudes, and values. Staff members agree to engage in a mutually supportive process that examines the effects of one’s beliefs, attitudes, and values on one’s work with all clients.
Components and Sequence of Training Experiences
Overview - The internship training program contains the following elements: Supervisory experiences, didactic/educational experiences, consultative experiences and professional interactions. Each aspect has been scheduled and planned in such a way that is intended to maximize the professional development of the interns over the course of the training year. All interns participate in certain training activities and supervision; however, our site also takes an individualized approach for each intern’s training experience. The elements below form the aspects of our internship program that are standard for every intern:
Orientation - The few weeks of orientation are designed to familiarize interns with the operation of CAPS and facilitate their transition to the University of California, Davis and the Davis community. During this time, interns meet with CAPS program coordinators, training and support staff and supervisors. Interns attend a variety of training seminars, learn about the policies and procedures of CAPS, and visit and learn about other campus agencies. A service contract and schedule for each intern for fall quarter is developed in consultation with the Director of Training. Overall, orientation is a time for the interns and staff to get to know each other and to prepare for the start of the year.
Intern Retreats - The interns go on an overnight, two-day retreat with the Training Director during the orientation period) and attend another two-day end of the year retreat. Typically the first retreat is in the Sierra Nevada Mountains near Lake Tahoe and the second is near the Pacific Ocean in Bodega Bay. Interns are asked to pay for the cost of meals (approx. $50-60) during the retreats. The goals of the first retreat are team building and goal setting. The major goal for the end of the year retreat is to review the contributions the internship has made to each intern's personal and professional development. In February, the interns also have a one-day midyear retreat to review progress on their individual goals and to evaluate the first six months of their training experience.
Consultation - There are numerous opportunities for CAPS trainees to consult with clinical staff and fellow trainees about cases and administrative functions. Following is a review of these opportunities:
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Psychiatric Consultation - During fall and winter quarter, the interns meet as a group on a monthly basis with our chief psychiatrist, to discuss issues of psychiatric case management, differential diagnosis and medication.
Professional Interactions - One of the particular strengths of our internship is the availability of staff members for consultation. Staff members are available as needed for consultation about particularly difficult cases/crisis situations when the intern's clinical and emphasis supervisors, Clinical Director, Director of Training and Director are not available. Interns are encouraged to seek out staff members who have expertise in treating particular disorders/problems that are relevant to the interns' caseloads. The essence of staff collaboration is evident in the collegial interactions and mentorship provided by the training staff.
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Individual Counseling and Psychotherapy - Interns primarily provide short-term, individual personal counseling and psychotherapy. They carry approximately 14 clients depending on their individual contracts (approximately 35% of their contract). Clients are typically seen up to 6 sessions, about 20% can be carried to 10 sessions and one client can be seen on a long-term basis. Each intern's clinical caseload is ethnically and culturally diverse. Interns are prepared for individual counseling and psychotherapy through seminars in orientation, seminars held throughout the year, individual and group supervision, and weekly clinical staff consultation team meetings (case conferences). We expect interns to come basically prepared for this experience by their academic coursework and practicum experiences.
Group Counseling and Psychotherapy - CAPS offers a variety of psychotherapy, support, drop-in, and psychoeducational groups, including psychotherapy groups for undergraduate and graduate/professional students and specific population/topical groups such as: Eating Disorders, Graduate Students, Women, Men, Asian American and Pacific Islander Students, Lesbian, Gay, Bisexual, Transgender, Questioning, and Queer Students, and Survivors of Sexual Abuse/Assault. Some groups run for the entire year, while other groups are short-term, structured groups. Many of the psychoeducational groups are associated with the Stress & Wellness Clinic, which is a CAPS program designed to address student needs specific to stress and anxiety. These groups are short-term, structured groups based in cognitive-behavioral, relaxation, and mindfulness-based treatments. Some examples of these groups include: Breaking Free of Stress & Anxiety, Mindfulness Meditation, Yoga for Stress Reduction & Health, Mindfulness Therapy, Stop Worry From Stopping You, Relaxation for Stress Reduction, and Biofeedback.
Interns are expected to co-lead at least two groups including a psychotherapy group AND either one structured group or a second psychotherapy group with a staff member or postdoctoral resident. Additional opportunities to create and facilitate groups are available, depending upon the intern’s interests and experience, as well as CAPS and student needs. It is our observation that academic and practicum experiences to prepare students for group therapy and counseling experiences are limited. As a result, interns are prepared for and received supervision on group counseling and psychotherapy in the group psychotherapy seminar during orientation and receive ongoing individual supervision with their staff group co-facilitators. In addition, supervised case consultation team provides another opportunity for interns to discuss their group experiences and monthly the group coordinator facilitates this meeting. In general, interns co-facilitate therapy/process groups with senior staff, but there may an opportunity for interns to co-facilitate structured or psychoeducational groups with other trainees.
Initial Assessment and Crisis Intervention - CAPS first contact systems provide interns the opportunity to perform initial assessments and crisis intervention. Interns identify client concerns, assess level of functioning, diagnose disorders, and determine the appropriateness of agency services. Interns are prepared for initial assessments and crisis intervention services early in the year through orientation and training seminars. After the initial period of training, interns provide intake and urgent care services, with staff available for back up and consultation. Interns provide five hours per week (12.5% of training contract) of intake (scheduled appointments) / urgent care (walk-in/crisis services).
Psychological Testing - Interns' skills in the administration and interpretation of psychological tests relevant to the work of a university counseling center psychologist are enhanced during the internship year. Training resources available in this area include personality inventories (MMPI, MCMI, PAI), brief screening measures (BDI, BAI, BHI, BSS, SCL-90-R), projective assessments (TAT, H-T-P, Sentence Completion), an eating disorder inventory (EDI-III), and inventories of career interests and skills (MBTI, SII-II). Interns are required to administer psychological tests and provide feedback to a minimum of four different individuals throughout the year. Interns are provided a seminar during orientation and receive ongoing supervision on testing from their clinical supervisors. Interns will complete at least one assessment once per term totaling four for the internship year.
Consultation - CAPS staff provides professional consultation services to the University community. While serving as the urgent care counselor, interns will often consult with faculty, staff, students, and parents about psychological issues. In addition, depending on the interns' interests, he/she may develop liaison relationships with campus units, and as a result the intern would naturally become the identified staff member contacted when that particular office needs consultation. Interns are prepared for consultation activities during an orientation seminar.
Programming - CAPS staff provides programming and outreach services to the University community. Interns are required to do at least 10 outreach programs during the training year. There are a number of campus units that welcome training from CAPS staff. Interns may establish liaison relationships with other campus offices, depending on the intern's interests, and these liaison relationships become the foundation for outreach programs with students. Interns are prepared for programming activities during an orientation seminar. Additionally, interns may work with the Director of Consultation, Outreach, Peer Education Services (COPE) or with other senior staff who provide psychoeducational programs on specific topics or for specific members of the university community. Interns may also develop a formal liaison relationship with a campus department depending upon intern interest and unit need, which may involve programming to that department.
Multicultural Immersion Program (MIP) - During the Winter Quarter, ALL interns co- facilitate a dialogue group for MIP (Academic Experience). This undergraduate course is focused on providing a psychological perspective of diversity, with an emphasis on racial and cultural identity development and current applied research on cultural competency issues. Interns' knowledge of current psychological issues in diversity will be enhanced and they will learn skills in facilitating small group discussions and intercultural dialogues. Interns have a unique opportunity to experience the growth and development of the students within the context of cultural understanding, acceptance and racial/cultural identity development. Additionally, interns' own self-knowledge, attitudes, and skills related to diversity issues are enhanced. (http://mip.ucdavis.edu)
Trainee Special Project (TSP) - The Trainee Special Project (TSP) is intended to provide trainees with the opportunity to reach a supervised hour total of 2,000 hours. In addition to the 40 contracted hours the TSP is 3 hours a week devoted to working on a project. These hours will be on your contract and approved by your Training Coordinator at the start of each new quarter. This project is intended to further your professional development during your training year. As these 3 hours are in addition to your 40 hours, they can be completed off-site pending approval from your Training Coordinator. At the end of the year each trainee will provide staff with a 30-minute presentation on how the TSP hours were used. This presentation will be during an All-Staff meeting during the summer quarter*.
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Projects that interns have worked on in the past include: Dissertation Support, Diversity Connections in the Community, literature review for a clinical topic area, sub-emphasis area interests. Supervision on this project will occur with a once monthly check-in during the Intern Team meeting and discussions with the clinical or emphasis area supervisor as needed.
Projects that postdocs have worked on in the past include: EPPP study, Licensure Process, AOD Resources, Job Search, sub-emphasis area interests. Supervision on this project will occur with a once monthly check-in during the Postdoctoral Seminar meeting and discussions with the clinical or emphasis area supervisor as needed.
*If you choose to use your TSP hours for EPPP, Licensure, or the Job Search – your presentation will be most useful to Interns and Practicum students and that presentation will be scheduled to occur during one of the training seminars rather than an All-Staff meeting.
You may choose to present on a panel if several trainees have chosen the same TSP project (i.e., EPPP, Job Search) – however your total presentation time must total 30 minutes. This may mean that you participate in 2 presentations of varying time lengths.
The presentation should cover the following guidelines and include:
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Multicultural Immersion Program (MIP) - Two interns are selected for this emphasis area (MIP Academic and MIP Internship), which focuses on knowledge of multicultural and social justice issues, cross-cultural communication, and intercultural dialogues. Interns' learning includes strategies of being a social change agent on campus and in the world through teaching and applied practical skills. The MIP Academic position allows a predoctoral intern to work over two quarters with undergraduate students who enroll in Sociology 30A and 30B (multicultural courses). The MIP Internship position allows a second predoctoral intern to work with undergraduate UC-Davis students, who have completed either Soc 30a or Soc 30b and one other multicultural course and have applied to be MIP student interns for a year-long, paid experience. The predoctoral intern who works with these students guides them in developing and implementing workshops that address intercultural relations on campus and in the greater Davis community. For more information about MIP, visit this website: http://mip.ucdavis.edu/.
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Individual Clinical Supervision - Intense individual supervision is viewed as central to the internship experience. Interns receive two hours of clinical supervision per week and are assigned to a clinical supervisor for approximately six months. The initial clinical supervisor is assigned by the Director of Training based on the match of needs and interests of intern and supervisor. In making the match, the Director of Training considers the intern's skill level, theoretical preferences, training needs, interests and personal characteristics, as well as the supervisory style and preferences of the supervisors. Intern - clinical supervisor pairs change at mid-year. Both interns and supervisors have input into the decisions about the new matches that begin during the second half of the year. The functions of the supervisory relationship include monitoring client welfare, enhancing intern skills, promoting personal and professional growth and evaluating the intern's skills and professional development on a continuous basis.
Emphasis Supervision - Interns meet regularly with the staff member supervising their emphasis area experiences. This supervision provides in-depth training, exploration, mentoring, and development of expertise in the chosen area. Specific goals for the particular emphasis area are developed in consultation with the emphasis supervisor at the beginning of the training period. Evaluation of an intern's performance is based on the attainment of the goals developed.
Supervision of Group Therapy - When co-facilitating a group with a staff member, interns receive 1/2-hour weekly individual supervision from his or her group co-facilitator. Each intern has an opportunity for in-depth discussion and training in the elements of group therapy with their co- facilitator. In addition, interns are welcome to consult about their group experiences with their individual supervisors and may also use Supervised Case Consultation Team for group supervision and consultation (see below).
Supervised Case Consultation Team - Interns participate in weekly consultation in one of two groups of mixed trainees consisting of interns, postdocs, and practicum counselors, which will be facili tated by a licensed staff psychologist. Weekly Supervised Consultation will include supervision for individual and group psychotherapy. The group coordinator will facilitate once a month and will provide consultation and supervision regarding group psychotherapy.
The following seminars are currently being offered, please click on the link to see a description of each seminar:
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Orientation Seminars
This eight-hour seminar gives interns an introduction to different models of short-term therapy (e.g., CBT, Brief Psychodynamic, Narrative, etc.) and how they might be applied at CAPS. Different staff rotate through this seminar to present a model and they each address issues such as: selection criteria, focus of treatment, case conceptualization and treatment planning, role of therapist, techniques, etc.
Interns receive five hours of training in the administration and interpretation of a variety of psychological assessment instruments. Interns discuss the use of psychological tests relevant to the work of university counseling center psychologists using a brief treatment model. The focus of this seminar is on integrating the data gathered during testing into a cohesive treatment plan for utilization in a university counseling center setting.
Interns meet for six two-hour seminars to reflect upon, examine, and share their own ethnic/cultural identity and beliefs. They are encouraged to explore the impact that their identity may have on their interactions with clients and others. Use of experimental exercises, media, and processing individual and group dynamics help to enhance the learning process. This prepares the interns for future involvement in facilitating dialogue groups for MIP in Winter.
The focus of this six-hour seminar is clinical interviewing, mental status exams, and conceptualizations for the purpose of initial diagnostic assessments and treatment planning particularly at our site.
During this three-hour seminar current research examining sexual attraction in psychotherapy is reviewed. Exploration of interns' personal reactions to clients is the primary focus of this seminar.
This two-hour seminar provides interns an opportunity to explore their reasoning, feelings and behaviors when encountering a variety of ethical dilemmas.
This two-hour seminar provides information about current and relevant disability issues and examines countertransference reactions to disabilities.
The Director of COPE presents a three-hour seminar which assists interns in developing a framework to organize, implement, and evaluate consultation and programming activities. During Orientation, each intern will present at least one program or outreach activity.
This four-hour training provides an overview of the groups offered at CAPS, as well as assists interns in gaining knowledge about general group issues and stages of group development. Selection criteria for group members and legal/ethical issues related to group therapy are discussed.
Three hours of training in career counseling assessment and intervention occur during Orientation. Interns take the MBTI and SII and receive a group interpretation of their results. This seminar is designed to provide information about the career services provided by CAPS and other campus units.
Year Long Seminars (Fall, Winter, Spring Quarters)
These weekly seminars that occur across the course of the training year focus on diversity issues, with a specific focus on the nature of counseling and interpersonal interactions (see each quarter for description of the specific seminar(s) offered).
Throughout the internship year, interns meet as a group with the Director of Training, to discuss professional identity, explore personal concerns and history which are relevant to interactions with clients, staff, and peers, assess the impact of the internship on professional functioning, address administrative and procedural information, consult about cases, and discuss any potential problems or concerns that arise during the course of the internship.
This weekly seminar occurs during the year and it includes a rotation of clinical and professional topics and staff presenters. See each quarter for the specific topics to be addressed.
Fall Seminars
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This seven-hour seminar explores psychological theory, research, and clinical practice in working with LGBT clients. Seminar topics include professional and ethical issues, identity development and coming out, ethnic minority clients, and working with same-sex couples. Overall focus is on assessment and treatment, ethical issues, and transference / countertransference issues in the therapeutic relationship.
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"Examining Cultural Factors in Assessment and Treatment." The purpose of this seminar is to discuss factors that may influence the process and outcome of therapy with ethnic and cultural minorities. We will explore clinical case formulations, as well as, treatment strategies within a cultural, psycho- social framework. This six-hour seminar provides each intern an opportunity to formally present a case on an ethnically or culturally diverse client and receive feedback from the other interns about the presentation.
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This six-hour seminar provides theoretical understanding of eating problems and clinical treatment in an outpatient university setting. Specific information on the use of program consultation and coordination of campus services are emphasized.
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This seminar meets for two to three, one hour meetings and focuses on defining self-care, understanding the literature about self-care and it’s importance for our profession, as well as exploring strategies for self-care during the training year and beyond (preventing professional burn out).
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The Chief Psychiatrist meets with the interns once a month for a total of three sessions during Fall Quarter and Winter quarters to discuss issues of psychiatric case management, differential diagnosis and medication.
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This seminar meets twice each quarter and provides a space for consultation around testing as well as for learning how to choose and administer additional new tests.
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This five-hour training reviews how CAPS approaches effective brief therapy interventions. Specific topics include crisis assessment, practical solution-focused interventions, and the referral and termination process.
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Interns meet with CAPS’ Case Manager for five sessions and learn how to assess and intervene with CAPS clients who present risk of dangerousness. CAPS policies and procedures for voluntarily and involuntarily hospitalizing clients is reviewed. Consultation skills for interacting with staff, faculty and other third parties who are concerned about students who may present a danger to self or others are also discussed.
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Near the end of Fall quarter, this two-hour seminar explores issues relevant to the process of becoming licensed as a psychologist and finding a job. Specific topics include the written examination, psychologists’ areas of practice, and job search strategies.
This five session seminar provides an overview of substance abuse education and brief treatment issues with college students and campus culture.
This ten hour seminar will focus on increasing interns' cultural knowledge, awareness, and skill through (1) the use of cultural genograms and (2) the exploration of individual and interpersonal patterns of connections and disconnections from a multicultural lens and Relational Cultural Theory perspective. Interns will be encouraged to explore their cultural worldview and the impact that this worldview has on their clinical work and professional relationships.
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This seminar meets two to three times in each quarter (Winter, Spring and Summer) to provide regular consultation regarding crisis cases with our Case Manager. Interns are encouraged to bring cases to discuss and clinically relevant situations are explored and addressed.
Each intern co-facilitates a discussion group for the academic class associated with the Multicultural Immersion Program (MIP) during Winter quarter. During this ten-hour weekly staff meeting, staff plan for the group discussions and review the students’ progress.
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This five-session seminar covers topics such as assessment, diagnosis, issues of culture in assessment and diagnosis, selection of clients suitable for short-term counseling model, treatment planning and brief interventions.
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This four hour seminar focuses on issues of privilege and power and how it impacts our clinical work. The larger context of White privilege in the U.S. and globally will be considered with special attention given to looking at privilege and power in the context of the therapeutic dyad.
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In this three-hour seminar, interns will learn about disability identity development, learn treatment considerations for providing disability affirmative therapy and increase awareness of their counter transference
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During this one hour training, the interns hear directly from CAPS postdoctoral psychology residents about licensure preparation and the examination process, tips about getting a job and negotiating your contract, and other relevant professional development issues.
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This four hour seminar focuses on issues of privilege and power and how it impacts our clinical work. The larger context of White privilege in the U.S. and globally will be considered with special attention given to looking at privilege and power in the context of the therapeutic dyad.
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Depending on an intern's areas of interest, previous experiences, training goals, and CAPS' needs, it's possible an intern may be able to have some level of involvement in the following activities and services.
Diversity/Population Specific Services
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An intern may provide clinical and professional services to an identified population. Activities might involve doing outreach programs and consultation services and providing individual therapy and group therapy with a specific population. An intern may work closely with a staff member who has expertise with the specific population of interest and could participate as a workshop facilitator in one of the leadership retreats for specific groups of diverse students. Recent populations that interns have worked with include gay, lesbian bisexual clients, and transgender, Asian American clients, Chicano/Latino clients, African American clients, men, and international students.
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If an intern has an interest in gaining experience working with a specific clinical issue, he/she may provide services addressing that issue. An intern could request to see clients presenting with these types of concerns, as well as co-facilitate a group focused on the issue. In addition, he/she could develop a liaison relationship with other campus units providing related services. Finally, the intern may provide consultation and outreach services on the topic. Examples of clinical issues are: depression, substance abuse, trauma, sexual assault, acculturation, and adjustment issues etc.
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A small part of CAPS workload involves couples counseling. Interns with no or limited experience working with couples are expected initially to co-counsel with a staff member. In some cases, interns may counsel couples without a co-counselor if their supervisors approve, they have experience, and if all sessions are recorded. Interns receive supervision about their couples work with their staff co- facilitator or their clinical supervisor.
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An intern may carry a small caseload of students seeking career counseling. Online career assessments are available to facilitate career exploration. Referral to and collaboration with the Internship and Career Center facilitates these services. Although rare, interns may provide career programs/workshops.
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An intern may be able to work closely with the Director of Consultation, Outreach, Peer, Education (COPE) and develop and conduct an additional number of programs and outreach activities, beyond the 10 required of all interns. The activities can be in the form of presentations, lectures, workshops, consultations, and/or committee work.
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Another unit of CAPS is The House, which is a student run, peer-counseling program that provides confidential support, information and referrals regarding personal or social problems to students. An intern could assist in training these student volunteers. thehouse.ucdavis.edu
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While a team intern project has been a requirement of our internship program since its inception in 1988, beginning in 2008-09 conducting research will no longer be an expected component of the internship. However, interns may work on a research project designed to evaluate a CAPS program, or may work on a project with a staff member should the intern have an interest in gaining experience doing research.
Administrative Activities
Committee and Work Groups
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Interns are invited to participate on administrative or programmatic work groups, however this is not a requirement. This activity provides interns with experience in the operation of a mental health organization.
Center committees that interns regularly participate on are cross-cultural, intern selection, staff wellness, and other ad hoc committees that may form during the year. Interns receive supervision of their committee activities from the committee chairperson or their emphasis supervisor.
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Approximately five hours each week are reserved for paperwork, reviewing videotapes, preparing for programs, and performing administrative tasks.
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In addition to the ongoing training that interns receive through seminars, supervision, consultation, etc., they also participate in the Continuing Education Units (CEU's) that CAPS sponsors for the licensed professional staff. Three six-hour CEU's are presented each year on mental health topics of interest to the staff. Traditionally experts in the field provide these trainings. Recent issues covered have included: Legal and Ethical Issues; Supervision; Anxiety Disorders; Eating Disorders; Dialectical Behavioral Therapy (DBT); Evidence-based Interventions for Ethnic Populations; Group Psychotherapy; Clinical Considerations for Clients who Identify as Lesbian, Gay, Bisexual, or Queer; and Multicultural Counseling. Interns also attend the Northern California University Counseling Center Training Conference in the fall. There are no costs associated with these professional development experiences. Because interns receive three weeks of vacation, additional professional development time (e.g., for job interviews, dissertation defense) is not provided.
Training Contract
In general, interns contract for about 60% of their 40 hour work week providing direct service (clinical, consultative and supervisory), 20% receiving training and supervision, and 20% in case management or center management activities. In order to ensure that our interns are eligible for licensure in any state our site has an expectation that interns accrue 2,000 hours by the completion of the internship year. Interns contract for an additional 3 hours of experience per week (beyond the 40 hours) in order to ensure that they reach their final 2000 hours by the end of the internship year. Additionally, consistent with requirements of the Board of Psychology for the State of California, interns must keep a weekly log of their service hours. The total number of hours signed off on at the conclusion of the predoctoral internship year comes directly from the number of hours logged. Each intern in consultation with the Training Director tailors these “Trainee Special Project” (TSP) hours for his/her own professional or clinical development. See previous section for examples of how these hours may be used.
Example Intern Training Contract: Adobe (PDF)
Evaluation Procedures
Overview - Evaluation procedures at CAPS are based on current, professional models for competency-based evaluation (Rodolfa, Bent, Eisman, Nelson, Rehm, & Ritchie, 2005: Spruill, Rozensky, Stigall, Vasquez, Bingham, Olvey, 2004).
Clinical, emphasis, and group supervisors provide interns with formal verbal and written feedback. The evaluation process consists of a review of the intern's objectives and goals and feedback in areas that reflect current domains of professional competence. These areas included in the clinical evaluation are:
Formal clinical evaluations are provided in written and oral formats and provided by the interns’ individual clinical supervisor and by interns’ emphasis supervisor at 3, 6, and 12 months. The clinical supervisor may also contact other staff who have been involved in the intern's training (e.g., seminar leaders, outreach co- presenters) to gain a broad picture of the intern's participation, involvement, interests, skill level, professionalism, etc. Evaluations of group facilitation are provided at the end of each quarter. Evaluations on their supervision of supervision experiences will be completed by the Practicum Coordinator who is the supervision seminar leader.
Graduate schools for each intern are contacted early in the year with a letter of formal introduction from the Training Director. At this point, the interns' graduate advisors are informed of our internship program's evaluation procedures and they are requested to send departmental evaluation forms they wish to have our staff complete. Upon completion of each evaluation period, the intern's home program receives copies of the completed evaluations. The home program is invited to comment on and ask questions about the intern's evaluation. Our goal is to keep open the channels of communication between the academic departments and our training program.
Recognizing that evaluation is a two way street, interns evaluate their supervisory relationships during each evaluation period. They complete evaluations on their internship program experiences on a quarterly basis and an evaluation of the entire program at the end of the year. All evaluation materials are reviewed by the Director of Training and training supervisors to assist in the development of each intern's program and in the development of the internship program overall. We seek feedback and ask for honest evaluations so that we can provide interns with a program responsive to their training needs.
References for Competency-Based Evaluations:
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Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Remh, L., Ritchie, P., (2005). A Cube Model for Competency Development. Implications for Psychology Educators and Regulators, Professional Psychology: Research & Practice, 36, 347-354
Spruill, J., Rozensky, R., Stigall, T., Vasquez, M., Bingham, R. P., Olvey, C. D., (2004). Becoming a Competent Clinician: Basic Competencies in Intervention. Journal of Clinical Psychology, 60, 741-754.
Appointment, Stipend, Benefits
Appointment
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The internship begins on August 1, 2010 and concludes on July 31, 2011. This is a full time, 40-hour per week appointment.
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The stipend for 2010-2011 is $27,300. Applicable Federal and State taxes and a social security deduction are withheld.
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Accrues at approximately 10 hours per month (15 days total - 5 of these days are reserved to be taken during the last week of the internship year).
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Accrues at approximately 8 hours per month (12 days).
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Interns receive time and funding to attend the Northern California University Counseling Center Training Conference and attend the three onsite CEU's offered by CAPS each year.
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Is provided at a reasonable cost, which varies depending on the plan selected.
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13 paid university holidays.
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The pleasure of living 75 miles from San Francisco, 20 miles from Sacramento, and 115 miles from Lake Tahoe/Reno.
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As university staff members, interns have library privileges, access to university recreational facilities and can purchase parking stickers.
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Eligibility
Applicants must be currently enrolled in a doctoral program in counseling or clinical psychology and advanced to candidacy by the start of internship. Applicant's dissertation proposal should also be accepted before the start of internship. Applicants must have counseling and psychotherapy experience and appropriate supervision. Although not a requirement, the vast majority of the applicants selected for interview and eventually offered a position have had practicum experience in a university counseling center. A minimum of 500 hours of Intervention and Assessment Hours is required, as well as a minimum of 1000 Grand Total Practicum Hours.
Selection Process
We received approximately 130 applications during the 2009-2010 Intern Selection Process. We encourage applications from all doctoral students who believe that our training would match their needs. The selection of interns is made by a committee comprised of the Director of Training, senior staff members, current interns, and postdocs. Applicants are rated on the basis of their background information and stated goals for internship. Those candidates assessed by the committee to hold goals most closely matching the availability of training options in our Center will be asked to participate in a phone interview. We emphasize fit between intern goals and site opportunities in our selection process and the cover letter and AAPI essays are used to initially determine this fit. The summary of emphasis area interests will provide us information about the areas in which applicants are seeking training. For the past few years, most of the applicants we have selected for an interview have had practicum experience in a university counseling center. In addition, as you can see from our list of former interns, the majority of graduates from our internship program accept staff or postdoc positions at university counseling centers or faculty positions, although others enter private practice or community mental health centers. As a result, we also assess future career goals when choosing interns and seek those applicants interested in working in the university environment.
The training program follows the Association of Psychology, Postdoctoral and Internship Centers' policies regarding internship offers and acceptances. The APPIC selection policies are readily available through the APPIC web page, and are listed in the APPIC Directory. Our 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.
More Information
Applicants who are interested in learning more about our program are encouraged to contact the Director of Training, other CAPS staff members, and current/former interns (postdocs) to discuss any aspect of the internship program. The best way to contact the Director of Training is through e-mail at klhaggins@ucdavis.edu, or by phone at (530) 752-0871 ext. 28. You can contact other staff members and current/former interns by phone at (530) 752-0871 (press 0 when you get the automated system and the receptionist can connect you with the appropriate person). When you call please let the receptionist know you are an intern applicant and would like to speak with any current/former intern who is available, or you may ask for a specific person if you have someone in particular you'd like to talk with. You can also access our staff members and interns via email, if you prefer (see our staff page for individual's specific email addresses). You are also welcome to visit CAPS in person. If you are interested in scheduling a visit to our site, please contact the Director of Training to arrange the visit.
If you have general questions about the status of your application prior to the application deadline, please contact the Director of training via email or by phone. Within two weeks after the application deadline, the Director of Training will send an email to all applicants confirming receipt of their application. This email will also include information regarding our timeline for notification of phone interviews (which is December 18, 2009 at the latest) and details our selection process.
Application Procedures
The University of California, Davis Counseling and Psychological Services *APPIC Member Number: 1117 *APPIC Match Number for NMS: 111711
Applications must include:
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Completed APPI (APPIC Application Psychology Internship) - This application can be accessed through the Applicant Portal on the APPIC web page. For more details, instructions, and links: http://www.appic.org/match/5_3_match_application.html
One Page Cover Letter - Provide a list of the emphasis areas you are interested in working in, as well as any relevant training and experience you have in those areas. We would like to learn about the emphasis area(s) that you are interested in at CAPS. Please describe relevant training and personal/professional experiences that make you a good match for the emphasis area(s) you are interested in. The emphasis areas are described in the section titled “Emphasis Areas”, under “Experiences for All Interns” in our Intern Brochure. Please limit your response to one page. Please submit only a one page cover letter, we will learn more about you through your responses on the AAPI, your vita, transcripts and letters of recommendation. Only one application is necessary regardless of how many emphases you endorse in your cover letter.
Internship Eligibility and Readiness - This is to be completed by your Doctoral Program Training Director within the DCT Portal of the AAPI.
Official Transcripts - All doctoral and masters academic work. Unofficial transcripts of masters level work are acceptable if not part of your current doctoral program. Our program does not review undergraduate transcripts.
Three Letters of Recommendation - At least two letters must be from supervisors who have direct knowledge of your clinical or counseling work. Please include ONLY three letters. We want to be fair to all applicants. If you include more than three letters of recommendation, we will only review the first three letters posted.
Application Deadline: October 30, 2009
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Do not print or send any paper copies of your application materials. Submit all applications electronically through the AAPI Online service.
If you have any questions regarding application requirements, please contact:
Kristee L. Haggins, Ph.D.
Director of Training
UC Davis Counseling and Psychological Services (CAPS)
One Shields Avenue Davis, California 95616-8568
(530) 752-0871 ext. 26
klhaggins@ucdavis.edu
CAPS at UC Davis is committed to building a more diverse faculty, staff, and student body as it responds to the changing population and educational needs of California and the nation. CAPS and the University of California are committed to quality, diversity, and service.
APPIC Policy: Internship Offers and Acceptance
Adherence to these policies is a condition of membership in APPIC
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*The APPIC POLICY: Internship Offers and Acceptances can be retrieved by accessing the APPIC web page
*If you encounter violations of APPIC policy, please consider discussing it with your training director and reporting the violation to APPIC. All reported violations of APPIC policies will be reviewed by the APPIC Standards and Review Committee (ASARC). ASARC policies are described on the APPIC Website. APPIC policy violations should be reported to:
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Chair, APPIC Standards and Review Committee
733 15th Street, NW, Suite 440 Washington, D.C. 20005-2112 (202) 347-0022
Contact National Matching Service immediately if you have not registered for the APPIC computer match
Copyright © 2006 The Regents of the University of California
Contact Us - E-Mail: errodolfa@ucdavis.edu, Phone: (530) 752-0871, Visit: 219 North Hall
Updated: 09-Oct-2009
Contact Us - E-Mail: errodolfa@ucdavis.edu, Phone: (530) 752-0871, Visit: 219 North Hall
Updated: 09-Oct-2009