Creating the Extraordinary Student Experience

  • APA ACCREDITED DOCTORAL PSYCHOLOGY INTERNSHIP IN HEALTH SERVICE PSYCHOLOGY APA ACCREDITED DOCTORAL PSYCHOLOGY INTERNSHIP IN HEALTH SERVICE PSYCHOLOGY

APA Accredited Doctoral Psychology Internship in Health Service Psychology*

http://www.apa.org/ed/accreditation/index.aspx

 

2018-2019

 

Updated 09.01.2017

 

Mission, Vision, and Values

Mission:  To promote the well-being and academic success of students by providing comprehensive mental health services to the campus community and to provide a high quality, multidisciplinary mental health training program which supports this service to The Ohio State University. 

 

Vision: A center where all served feel welcomed, respected, safe, and helped. A center where students are assisted in reaching their full capacity to learn, love, work, connect, and give as responsible citizens of the world.

To influence the University community through support, advocacy and education/training, as a nurturing environment that: 

      • Respects diversity.
      • Enhances the academic quality of life.
      • Supports emotional, relational and intellectual development of the students served and the mental health professionals trained.

 

Values

      • Integrity - Active and consistent commitment to ethical behavior, honesty, and principle.
      • Wellness - Promoting resilience and optimal well-being through intellectual, spiritual, interpersonal, physical and emotional healing.
      • Mutual Respect - Recognizing the worth of individuals and their uniqueness, treating others with honor and esteem, and expanding the appreciation of multiple world views and global perspectives.
      • Empowerment - Encouraging students to make meaning in their lives, pursue growth, overcome barriers, and enhance academic and personal success.
      • A Life of Learning - Integrating evolving knowledge into practice through training, mentoring, and continuing education for ourselves and those we serve.
      • Collaboration - Creating positive working relationships and open dialogue with others.
      • Advocacy - Active support based on student needs to eliminate harm and break down barriers to academic success
      • Quality Care - Ongoing commitment to excellence in all we do.

 

The Ohio State University

The Ohio State University has one of the largest student populations on one campus in the United States. Its enrollment of 59,837* students on the Columbus campus is richly diverse, with approximately 20% of students identifying as racial/ethnic minorities (African American, 5.7%; Asian, 6.5%; Hispanic, 4.2%). In addition, 3.2%, or 1,938, identify as being of two or more races and 10.7%, or 6,399, are international students. Underrepresented groups are seen as clients in slightly greater numbers at CCS than are reflected in the campus population enrollment statistics for most groups. The Counseling and Consultation Service also serves a significant representation of clients from other ethnic, cultural, religious, sexual orientation, socioeconomic statuses, and disability groups. In serving such a large and diverse student body, the Counseling and Consultation Service takes a holistic, developmental and mental health approach to support students in fully participating in their OSU experience. As part of the OSU Office of Student Life, CCS’s approach is consistent with the overall Student Life goal of creating the “extraordinary student experience.”

The OSU campus is located in central Columbus, the capital city of Ohio. With a metropolitan area of over 1,000,000, Columbus is geographically situated in the heart of Ohio. Social, cultural, and recreational opportunities exist to suit every taste: classical music to country, gourmet dining to "down home cooking," football to marathon racing, ballet to progressive art, and ethnic festivals to a huge state agricultural fair. Another attractive aspect of the Columbus community is the reasonable cost of living for a city of its size and the relative ease of travel by car within the metropolitan area.

*Enrollment figures are from the Fall 2017 15th Day Enrollment Report, Columbus campus.  CCS statistics are referenced in comparison to the previous year's enrollment figures.

*“Psychologists are recognized as Health Service Providers if they are duly trained and experienced in the delivery of preventive, assessment, diagnostic and therapeutic intervention services relative to the psychological and physical health of consumers based on: 1) having completed scientific and professional training resulting in a doctoral degree in psychology; 2) having completed an internship and supervised experience in health care settings; and 3) having been licensed as psychologists at the independent practice level” (APA,1996; APA, 2011).  The Counseling and Consultation Service at Ohio State University adheres to the principals of the Health Service Psychology Education Collaborative (APA 2013). For more information please see:  http://www.apa.org/ed/resources/preparing-competent-practitioners.pdf 

 

Counseling and Consultation Service

The 2017-2018 CCS staff is a diverse group, which includes 41 senior staff (24 psychologists, 4 psychiatrists, 6 counselors, and 6 social workers), 5 post-internship clinical fellows, 5 psychology interns, 2 social work interns, 3 clinical counseling interns, 4 practicum students, 2 psychiatric residents, and 11 administrative staff. We also have adjunct clinical staff who help us provide clinical services. Doctoral psychology interns are considered an integral part of the staff and are included in all functions of the agency. The CCS staff employs an energetic, innovative, and multicultural group of people who sustain the high level of activity necessary to meet the demands of a large university. Clinical service and training are given high priorities, with room for staff members to pursue projects of particular interest to them. Administration of the center is facilitated by the Leadership Team (Director, Associate and Assistant Directors, Chief of Psychiatry, and Office Manager). The administrative climate is collaborative in nature and staff members have opportunities to be involved in program planning. Psychotherapy and supervision training at CCS is enhanced by digital recording capabilities installed in each intern's private office and in all senior staff clinician offices.

CCS is housed in two locations on OSU's Columbus campus. The original location of the center is housed on the 4thfloor of the Younkin Success Center. The newest CCS location is housed on the 10th floor of Lincoln Tower. Psychology intern offices are located at the Younkin Success Center site. The Success Center was designed to provide a variety of offices to support students' success at The Ohio State University. The other offices comprising the Success Center are: 1) Career Counseling and Support Services Office (a career counseling unit serving all enrolled OSU students, including career resources in the Younkin Media Resource Center); 2) Student-Athlete Support Service office (SASSO); 3) University Center for the Advancement of Teaching (UCAT); 4) Walter E. Dennis Learning Center, which includes an academic learning lab; and 5) Buckeye Careers (a career initiative with the goal of supporting students in obtaining internship and other professional opportunities)..

The hours of operation of the center are from 8:00 a.m. - 8:00 p.m., Monday through Thursday, and 8:00 a.m. - 5:00 p.m. on Friday during the Fall and Spring terms. Summer hours of operation are from 7:30 a.m. - 4:30 p.m., daily, with one evening per week designated with a 7:30 p.m. closing time. Only the Younkin location is open until 8:00 p.m.

 

The Internship Training Program

Model of Professional Training and Philosophy of Training Program

The primary educational model of the Doctoral Internship in Health Service Psychology at The Ohio State University's Counseling and Consultation Service can best be described as a Practitioner/Scholar model of training. The training model is based on a program of supervised, sequential, and experiential psychological practices. The Psychology internship is housed within a larger and comprehensive multidisciplinary mental health training program, committed to the preparation of graduate and professional students for practice within a variety of mental health disciplines, such as psychology, social work, counseling, and psychiatry. The primary objective of the Psychology internship is to prepare interns for the independent practice of Health Service Psychology.

The philosophy of the training program is based on a comprehensive model of training multiple mental health disciplines within the same organization. The psychology internship program is a distinct, yet integrated, training program within a broader multidisciplinary mental health training program and human service agency housed within a university community. By engaging with staff and trainees from the disciplines of psychology, psychiatry, social work, and counseling, interns are involved in a rich training environment that promotes multidisciplinary interaction.

Another cornerstone of the philosophical foundation of the psychology internship is a belief in the necessity of integrating theory, practice, and research in a supervised experience. The psychology training program is based on a philosophy of experiential learning through supervised professional practice--an experiential "learning by doing" process. Interns learn by engaging in the professional practice of psychology. Interns have the opportunity to expand and deepen existing skills and develop new therapeutic intervention skills while providing clinical services to clients. In addition to individual counseling, interns co-lead groups and workshops and provide conjoint couples counseling with senior staff or other interns and fellows. Presenting outreach programs to the campus community is another aspect of supervised practice. Interns also provide crisis services and triage counseling. Supervision of this work by senior staff members allows interns to examine themselves and to reflect on and grow from their clinical experiences.

A third philosophical theme woven throughout the training program is an awareness of and appreciation for the rich diversity of humanity. Interns and staff are encouraged to examine their personal and professional awareness of the rich multicultural diversity among themselves as well as the clients they serve. Training opportunities help staff examine how they react to cultural, racial, gender, religious, sexual orientation, physical, socio-economic, age and other aspects of identity and potential difference. This focus on multicultural issues incorporates some population-focused training while it also includes issues that cut across groups, such as oppression, identity, and world view. This multicultural emphasis is maintained throughout the training program as well as through the clinical service opportunities available when serving a diverse student population. Our emphasis on diversity is also reflected in the multidisciplinary composition of our staff and trainees. The emphasis on multicultural diversity supports the main training objective of preparing interns to serve a diverse public.

A fourth element of the program's philosophy is a focus on training generalist psychologists who will be capable of independent functioning as ethical health service psychologists in a wide array of professional activities. This aspect involves not only structured training activities to prepare an intern to skillfully practice the content of psychology, but also involves the professional socialization of the intern who is becoming a colleague throughout the internship year. Interns are valued as important and contributing members of the CCS staff.

A fifth aspect of our philosophical foundation is based on the genuine respect we hold for our trainees, whom we believe have as much to offer CCS and the training program as we have to offer them. This belief promotes our emphasis on ongoing formal and informal feedback and evaluation which is reciprocal in nature. We utilize the input from interns on a regular basis to make improvements and modifications to the program. In addition, our respect and support for interns is reflected in various opportunities available to allow for the development of a concentration focus through individual contracting.

The CCS internship provides a rich variety of learning opportunities through direct experience in the agency, as well as through supervision and formal training activities, which are described in the following material. The internship is designed to provide a series of sequential professional activities leading toward independent functioning as a psychologist. 

Overview of Training Program

Interns have the opportunity to practice and develop the multiple roles of a psychologist during the 2000-hour, 12-month internship. Contracting for specific commitments allows each intern some flexibility for individual emphasis and insures basic competency in required areas. Interns will find that their experience at CCS will be full of rewarding professional work and learning, as well as time and energy demands. Given these demands, it is important to the CCS staff to provide a humanistic and supportive environment in which interns are encouraged to strive for a healthy balance in their personal and professional lives, while realistically meeting the challenges of this intensive training experience.

An integral aspect of our training program involves the active participation of interns in the examination of the interactions that occur in therapy and training experiences. These interactions include an examination of personal reactions to clients, as well as an exploration of the dynamics present in the trainee group. The CCS staff values this self-reflection and supports interns to process such reactions in a manner conducive to professional and personal growth. The emphasis on a growing awareness of "self-in-therapy" is woven into individual supervision discussions, case conference, and training sessions. Risk-taking in the level of self-disclosure of interns' personal reactions is respected and encouraged; however, appropriate limits to such disclosures are also respected. Our training program adheres to the APA Ethical Principles in this and every aspect of our training program.

The ultimate goal of a doctoral internship in health service psychology is to prepare interns to serve a diverse public which requires interns to develop the professional competencies to do so.  Our internship adheres to the documents, “Preparing Professional Psychologists to serve a Diverse Public:  A Core Requirement in Doctoral Education and Training” (http://www.apa.org/ed/graduate/diversity-preparation.aspx?tab=1) and "Professional Psychologist Competencies to Serve a Diverse Public (http://www.apa.org/ed/graduate/diversity-preparation.aspx?tab=2) which were developed by the Education Directorate of the American Psychological Association.  The intent of these documents is to assist training programs in addressing conflicts between trainees’ worldviews, beliefs, religious values and professional psychology’s commitment to offering culturally responsive psychological services to all members of the public, especially to those from traditionally marginalized groups. We also adhere to a commitment of supporting interns in a developmental process of competency acquisition.  Self-reflection is an essential ingredient in competency development and is supported in the various training sessions and during supervision.

 

Clinical Service Training Experience

Individual Therapy - CCS offers opportunities to work with clients requiring psychological and career counseling to support psychological well-being and academic success. While CCS provides primarily short-term mental health counseling (1-10 individual sessions per year with an average number of sessions per client = 5), opportunities for longer-term therapy are also available. Training in different psychotherapeutic models is available through individual supervision as well as during the Psychotherapy training series and Case Conference. Interns may be exposed to a wide range of theoretical approaches due to the diversity of senior staff theoretical orientations, which include Acceptance-Commitment, Adaptive Information Processing, Adlerian, Afrocentric, Biopsychosocial, Client-Centered, Cognitive-Behavioral, Common Factors, Constructivist, Developmental, Dialectical-Behavioral, Emotion-Focused, Expressive Arts, Eye Movement Desensitization and Reprocessing,  Existential, Family Systems, Feminist, Gestalt, Humanistic, Integrative, Interpersonal Process, Logo-based Therapy, Mindfulness, Multicultural, Motivational Interviewing, Narrative, Prolonged Exposure, Psychodynamic, Queer Theory, Relational, Self-Compassion, Sociocultural, Solution-Focused, Somatic, Strengths-Based, and Time-Limited Dynamic Therapy orientations and approaches to therapy.  Training is also provided on diagnostic assessment as each individual counseling client is provided a DSM 5 diagnosis following the initial diagnostic evaluation session.

Group Therapy and Workshop Facilitation - CCS offers approximately 29 groups and workshops each semester. They include therapy, counseling, and support groups as well as multiple-session workshops on topics such as stress-management, social skill development, coping with anxiety and depression, and managing negative emotions. Ongoing groups focus on issues (depression, relationships, eating disorders, substance abuse), specific populations (women, men, graduate students, African Americans, international students, gay men, lesbian women, trans students), and general therapy. Training is provided in group dynamics and group facilitation skills during orientation training, Case Conference, the Training Series, and debriefing sessions with the senior staff co-leader. 

Phone Triage Screening and Urgent Counseling - Typically, a client's first contact with CCS is a scheduled telephone triage appointment.  In the event of an immediate or urgent concern, CCS provides counseling resources on a daily basis for crisis intervention for urgent concerns. Interns provide one hour each of triage and urgent counseling each week. Training is provided on diagnostic interviewing and referral during fall orientation, the Assessment training sessions, Case Conference, and ongoing individual supervision. 

Crisis Intervention - Interns are members of staff teams which respond to campus mental health emergencies. Training is provided on crisis intervention skills during orientation and individual supervision as well as during the clinical debriefings following a crisis situation.

Career Counseling - Students coming to CCS who initially express career concerns may be referred to another Student Life unit in the building, Career Counseling and Support Services, for career counseling/career development assistance.  This Student Life unit, through career counseling, outreach and workshops, assists students (undergraduate, graduate and professional) to clarify goals, explore personal concerns, make decisions and develop an individualized career plan.  Services also include career exploration, career assessment, job campaign assistance, career resources and ESCE 2272 (a career development course).  There is the possibility for interns, if interested, to work with the Career Counseling and Support Services staff.  These opportunities could include outreach projects, programs, workshops, observation, or other possibilities in discussion with staff.

The Career training series involves sessions that focus on the intern’s own career planning and job search skills.  Depending on interest, the Career training series can also provide training in the assessment of career interests, self-efficacy and career options, as well as a case conference approach to career counseling.  

Relationship Counseling - CCS provides counseling services to students in a variety of diverse couple relationships, such as gay and lesbian couples, couples living together, and/or married couples.  We also provide support to roommates who may require assistance in navigating their relationship. Relationship counseling is usually provided by a team of co-therapists. Training opportunities provided during the Psychotherapy training series and during debriefing of couples counseling sessions assist interns in combining theoretical and applied approaches to family/relational/systems therapy. 

Outreach Programming and Consultation - As an integral part of the preventive and developmental emphasis of our agency, CCS provides services to many units of the university, including residence halls, student organizations, academic departments, and administrative offices. In 2016-2017, CCS completed 688 outreach projects, reaching 30,060 students and staff. Outreach programs are designed to meet student needs, help faculty and staff interact more effectively with students or with each other, and work with other campus units to develop new programs for students. Outreach efforts include those initiated by CCS as well as programs developed in response to requests from other units. Outreach programs are offered on such topics as stress management, test anxiety, diversity, healthy relationships, prevention, mental health awareness, advocacy, and social justice. Interns are also involved in providing workshops for the First Year Experience program for entering OSU students and for sophomore students involved in the Second-year Transformational Experience Program (STEP) program. Training on outreach programming is provided during orientation and in occasional apprenticeship opportunities with senior staff. Frequently, outreach programs are provided by a team of CCS personnel. Consultation experience primarily involves consultation regarding clinical situations with clients or mental health issues with students in general. Clinical case consultation occurs regularly. Training for this activity is provided during individual supervision and Case Conference. 

Supervisory Experience - Providing training to enhance interns' knowledge about and skills in supervision is one of the goals of our internship program, as supervision is a core competency in psychology. It is the intent of the training program that interns will supervise practicum students at some point during their internship year; however, this activity cannot be guaranteed. We typically select practicum students from the Clinical Psychology program at OSU as well as other universities. CCS has a collaborative practicum relationship with the Counseling Psychology program at the University of Akron.  Our current 2017-2018 practicum class is comprised of students from the clinical psychology programs at The Ohio State University and Wright State University, and the counseling psychology program at West Virginia University. Training and supervision of interns on their supervisory skills is provided in a supervision of supervision training, facilitated by senior staff psychologists, which meets weekly for two hours. The number of terms an intern will provide supervision depends on the number of practicum students. The Training Committee actively seeks supervision opportunities for each intern class and to date, the vast majority of CCS interns have provided clinical supervision during their internship year. Training in supervision (models, methods, and best practices) will be provided to each intern class regardless of whether or not the actual provision of supervision to a practicum student is available to an intern cohort. 

 

Administration and Research

Administration- Interns participate in staff meetings, on CCS committees, and on CCS task forces, where they have administrative responsibilities. Committees currently include: Assessment, Clinical Services, Disposition, Eating Disorder Treatment Team, International Student Outreach and Consultation, Research, Social Justice and Inclusion, Stigma Reduction, TechReach, and Training.  CCS currently has two task groups: Latinx Task Force and Trans Advocacy Task Force. Interns may also have the opportunity for administrative involvement with the Career Counseling and Support Services office. Administrative time is allocated for client preparation, paperwork, and correspondence. Interns may also participate in a university-wide committee, such as the Body Image Task Force, depending upon available opportunities. 

Intern Project and/or Presentation - This is an optional activity. Interns can complete a project of relevance to both themselves and CCS. Projects can be natural extensions of clinical service or administrative tasks in which the intern is involved. Examples of prior intern projects include the development of psychoeducational pamphlets on a variety of topics such as eating disorders; understanding gay, lesbian, and bisexual persons; single parenting; etc.; the development of a training module on job search techniques for psychology interns; the revision of the initial form filled in by clients utilized by CCS; the development of a section for student athletes on the CCS web page; administering and summarizing the annual CCS evaluation of services; the development of our digital web cam recording program, and most recently, the development of a new psychoeducational structured group on Gratitude. The intent of the intern project is to showcase an intern's expertise and provide a forum in which an intern can leave a legacy at CCS, as well as provide a concentration activity. Interns can also provide a presentation to the CCS staff on a topic of interest, their dissertation research, or in preparation for a job search colloquium. The presentation is designed as another professional development activity wherein an intern can deliver a professional presentation to the staff and serve in the role of trainer. An intern can elect to complete a project and/or make a presentation.

Development of an area of focus or concentration: Opportunities exist for an intern to elect to develop or further an area of interest during their internship year. Selection of specific clinical, administrative, and/or research activities designed to further expertise in a particular area can be organized upon the intern's initiation and in consultation with the Training Director and Training Committee.

Research - Interns are welcome to participate in any ongoing research projects that may be occurring at the Center. They may also develop projects of their own, as well as projects of relevance to the services CCS provides. Interns have been involved in outcome and attrition studies, service satisfaction research, needs assessment surveys, and utilization of services by underrepresented student populations. During the summer term, a full day can be devoted to research activities, which may include ongoing work on dissertation projects. The primary focus of CCS is as a direct clinical service agency, however the research committee is engaged in some research activities and interns are encouraged to engage in their own or the center's projects. Such involvement has resulted in regional and national presentations and scholarly publications.

 

Formal Training Activities 

Training Seminar Series - Ongoing training sessions occur weekly in 2-hour segments and are organized in the following areas of emphasis: psychotherapy training, multicultural training, professional issues, ethics training, psychiatry training, outreach and consultation training, career training, assessment training, and supervision training. Training sessions are scheduled during each semester in the autumn and spring terms. Interns determine the scope and frequency of the training series during the summer term. Specific topics included in the various training sessions relate directly to one of the training themes mentioned above and have included: counseling African Americans, Latin@s, Asians, gays and lesbians, transgender individuals, individuals with disabilities; psychopharmacology; brief therapy; group therapy; dialectical behavior therapy; cognitive-behavioral treatment of anxiety; working with eating disorders; chemical dependency; incest/abuse/trauma survivors; diversity issues in assessment; couples counseling; and sex therapy. Interns' areas of interest and training preferences are considered in selecting seminar topics. 

Case Conference - Weekly, two hour forum in which trainees take turns preparing and providing case presentations on particular clients or groups. The focus of the training includes case conceptualization, diagnosis, case management, and clinical intervention. A multicultural clinical analysis of cases is required, and a case highlighting the integration of assessment, as well as a presentation on one of the group or couples therapy experiences in which the intern is engaged, are typically presented throughout the year. Case Conference is attended by all CCS trainees, which provides a rich multidisciplinary diversity to the case discussions from the perspectives of psychology, social work, counseling, and psychiatry.

Individual Supervision - Weekly, two-hour supervision with a senior staff psychologist to focus on clinical case dynamics, case management issues, and professional/personal development issues. Supervisors change each semester with input from interns regarding supervisor preferences.

Supervision of Group Counseling - Training on group strategies is provided during orientation. Ongoing supervision of group counseling skills and group process is provided by Senior Staff group co-facilitators. Occasional seminar sessions are devoted to discussion of current group counseling experiences.

Special Training Periods - Two periods of intensive training include Orientation Training, which involves a two to three week period in August prior to the beginning of fall semester, and December or January Training which typically follows the completion of fall semester or is scheduled prior to the start of spring semester. These training periods involve half-day or full-day sessions covering a variety of topics, including orientation to CCS and the university, crisis intervention, triage and urgent counseling, and time-specified therapy. Other sessions frequently include topics in the general theme areas of multicultural, assessment, ethics and psychotherapy training.

In addition to the experience gained in clinical service and opportunities for learning provided by formal training activities, interns and staff are encouraged to participate in a range of other professional development opportunities, such as CCS professional development programs and local and national professional meetings. An annual Big 10 Counseling Center Conference is held each year in February, hosted by one of the Big 10 Counseling Centers. Interns are provided financial support to attend the Big 10 Conference if they are presenting at the conference.

Another available professional development activity is embodied in the optional intern presentation, which is a presentation on a topic selected by the intern to present to the CCS staff.

Special Training Opportunities

During the summer term, interns can elect to initiate an externship rotation at another clinical facility in the Columbus area. The externship possibility is offered for interns who are interested in an area of psychological service that is not available at a university counseling center or an area that is available in which the intern desires a greater depth of training. An externship rotation may be an avenue by which an intern pursues a professional interest and develops an area of concentration. Externships require the dedicated interest of the intern, as they are experiences that are not organized by CCS. Former interns have completed externships at the OSU Medical Center's Inpatient Rehabilitation Center, the OSU Career Counseling and Support Services office, a children's guidance center, the OSU Student Athlete Support Services Center, The Ohio Psychological Association and an academic department, and most recently, the OSU Sport Psychology Program in the Department of Athletics and the OSU Couple and Family Therapy Clinic.

Each spring, interns participate in an all-day Advocacy training experience organized by The Ohio Psychological Association.  The OPA Legislative Day exposes interns to the current mental health issues before the Ohio legislature and prepares them to meet with a legislator to discuss the current mental health agenda.

Also, during summer term, interns can elect to take a research day to work on their dissertation research or on another research project of their interest.

 

Typical Weekly Schedule

This sample schedule is provided as an example of an intern's typical weekly activities for a 40-45 hour week.

Clinical Services

        • Triage and Urgent Counseling: 2
        • Clients: 12-14
        • Groups: 2-4
        • Outreach: 1
        • Client & Group Preparation: 2
        • Clinical Documentation: 3-5

Administration

        • Staff Meeting: 1
        • Committee Meetings: 1-2

Training

        • Individual Supervision: 2
        • Training Series Sessions: 2-4
        • Supervision of Practicum: 1
        • Supervision of Supervision: 2
        • Case Conference: 2
        • Meeting with Training Director: 1

Additional Activities

        • Research, preparing workshops and outreach programs (program design), program evaluation, administration, etc.

 

Internship Admissions, Support, and Post-Internship Placement Data

Internship Program Admission

The Training Committee believes that one of the most important factors in a successful internship year is the fit between an intern’s training goals and the training program’s activities and the desired outcomes for both the internship and the interns.  A review of the website content of the Psychology Internship description provides the major details of our program.  An applicant’s review of their expectations, goals, and hopes for internship in comparison to the internship activities and structured program should result in an excellent match.

Admissions Requirement:

Required minimum number of hours:

            400 direct clinical service intervention hours
            10 direct assessment hours

Other criteria of interest to the selection committee:
            Criteria of an “Ideal Intern Applicant”

The Intern Selection Committee has created the following list of items we keep in mind when reviewing internship applications. As the above title notes, this list is considered "ideal." We do not expect every candidate to meet every criteria 100%. This list is included in these materials to assist applicants in understanding the type of candidate we are seeking.

      • Breadth of clinical experience, with interest in a college population (counseling center practice)
      • Multicultural interest/experience
      • Various clinical and training activities, including coursework and/or experience in Assessment, Counseling and Psychotherapy Theories and Practices, Group Counseling, Multicultural and Diversity Counseling, and Supervision.
      • Clarity of emerging theoretical framework
      • Openness to growth (lifelong learning)
      • Interpersonal relationship skills
      • Well-rounded (good citizen)

Support

Benefits

      1. Stipend: $26,000, twelve months, full time; starts August 1, 2018.
      2. Private office with computer, digital recording equipment, and internet and email access.
      3. Ten paid holidays
      4. 12 paid vacation days (5 of which are taken during the last week of July and 1 of which is paid out in August after the intern leaves the Center), and 5 paid professional development/conference days.
      5. 10 hours per month of sick time accrued.
      6. Negotiated leave time for dissertation work, job search, and graduation.
      7. Some flexibility in scheduling during academic breaks.
      8. Use of excellent library facilities.
      9. Access to additional computer resources, including consultants and computer labs.
      10. The opportunity to purchase access to the excellent university recreational facilities.
      11. Opportunity to purchase faculty/administrative parking permits.
      12. The opportunity to enroll in the insurance program for Ohio State University employees and family members. 

Initial Post-Internship Placement 

Year

# of Interns

# Returned to doctoral program to complete degree

# Post Doc position

# Employed position

2014-2015

5

1

2

(2 - ucc)*

2

(1 – academic univ. dept.; 1 – ucc)

2015-2016

5

0

1

(research)

4

(4 - ucc)

2016-2017

5

0

1

(private practice)

4

(2- academic univ. dept; 2 – ucc)

3-year aggregate

15

1

3

11


*ucc = university counseling center

 

Administrative and Technical Support

CCS has 11 administrative positions, one of which is an administrative program assistant that is designated as attached to the Training program.  This individual provides the clerical support to the program by managing the administrative aspects of the program, keeping the website description of the program up to date, and sending correspondence to the State Board of Psychology regarding the annual registration of interns and documentation of the supervised training program.  Interns are primarily responsible for their own correspondence and professional presentations, however, the program assistant will provide consultation support to them during the internship year.   All intern offices are equipped with a computer, monitor, and video camera.  Technical concerns are managed by the Student Life Technology department and interns can submit a request for assistance directly to this office.

About Our Staff (click here)

 

Application Information

Application Procedure

We utilize the uniform psychology internship application (AAPI Online) developed by The Association of Postdoctoral and Psychology Internship Centers (APPIC). To locate the AAPI Online, visit the APPIC website. As a member of APPIC, we also participate in the computer matching process for the selection of our Psychology Interns. Find information on the APPIC National Matching Process and the details regarding registration procedures.

You can easily access these websites by clicking on the links provided above.

Completion of all required coursework and practicum experiences in a counseling or clinical psychology doctoral program is required prior to the starting date of internship. Successful completion of comprehensive examinations is required prior to December 15, 2017.

To complete our application process, please access the AAPI Online. Click on the AAPI Online icon. The entire application is to be completed online. General Instructions are available on the front page of the AAPI Online, as well as instructions for each separate section of the Application.

The AAPI Online includes a cover letter, the summary of personal and educational information, the summary of your doctoral experience, 4 essays, a CV, letters of recommendation, and graduate transcripts.

CCS does not require any materials supplemental to the AAPI Online; however, we do request:
    1. That your cover letter includes:
        a. a statement of expectations for internship
        b. a response to the following question regarding your fit with our internship program. How do you envision our internship site meeting your training goals and interests?
        c. a statement of your long range professional goals
    2. Current vita reflecting applied professional experience and related coursework
    3. Letters of recommendation from:
        a. major academic advisor
        b. two persons familiar with your applied clinical performance

We fully endorse the APPIC policy summarized in the following statement:

"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."

 

Application deadline: Your AAPI Online must be submitted by November 1, 2017.

The Ohio State University is an Equal Opportunity/Affirmative Action Employer. Qualified Women, Minorities, Veterans, and Individuals with Disabilities are encouraged to apply.

Counseling and Consultation Service is a Department within the Office of Student Life at The Ohio State University.

All new employees of The Ohio State University are required to successfully pass the University Police background check as a condition of employment.

 

Accreditation Status of the Internship Program

The doctoral internship program at the Counseling and Consultation Service is accredited by the American Psychological Association (APA) http://www.apa.org/ed/accreditation/index.aspx. The Commission on Accreditation of the APA can be contacted at:

Commission on Accreditation American Psychological Association
750 First St., NE Washington, DC 20002-4242
Telephone: (202) 336-5979
aro@apa.org

 

Current Interns (2017-2018)

        • Kelsey Autin University of Florida
        • Samantha Christopher Texas Tech University
        • Paul Morgan Spalding University
        • Andrew Shelton University of North Texas
        • Ashlee Wolfgang Carlow University

Prior Interns (2016-17)

        • Lauren David Auburn University
        • Nicole Gabana Indiana University-Bloomington
        • Kruti Patel Ohio University
        • Numan Turan University of Wisconsin-Madison
        • Lauren Wright Indiana Univeristy-Bloomington

Prior Interns (2015-16)

        • Vincent Dehili Florida State University
        • Ryan Hansen The Ohio State University
        • Myriam Kadeba University of Akron
        • Elizabeth Latino University of Louisville
        • Yerin Shim Colorado State University

Prior Interns (2014-15)

        • Samuel Beasley University of Texas
        • Sadi Fox Auburn University
        • Basak Kacar Khamush Cleveland State University
        • David Pascale-Hague University of Kentucky
        • Kadian Sinclair-Miracle Ohio University

Prior Interns (2013-14)

        • Akanksha Dutt Chicago School of Professional Psychology
        • Hang-Shim Lee University of Missouri
        • Robert Lim University of Maryland
        • Chandra Strange University of Kentucky
        • Erin Woike University of Oklahoma

Prior Interns (2012-13)

        • Julie d'Argent Indiana University
        • Stacy Killinger University of Wisconsin
        • Mae MacIntire University of North Texas
        • Jennifer Taylor University of Florida
        • Kevin Thomas University of Denver

Prior Interns (2011-12)

        • Jessica Dale University of Denver
        • Roneferiti Fowler University of Memphis
        • Peter MacFarlane Ohio University
        • Nicole Matros Wright State University
        • Barbara Urbanczyk University of Denver

Prior Interns (2010-2011)

        • Gregory Alfred University of Missouri
        • Diana Ong Rutgers University
        • Heather Pederson Indiana University
        • Thomas Rankin University of Akron
        • Amanda Wyrick University of Louisville

Prior Interns (2009-2010)

        • Bonnie M. Benson Western Michigan University
        • Siri R. Hoogen Miami University
        • Masami Matsuyuki University of Kentucky
        • Shweta Sharma Wright State University
        • Ava Yang University of Minnesota

Prior Interns (2008-2009)

        • Amanda M. Campbell Louisiana Tech University
        • David T. Goode-Cross University of Missouri
        • Jessica M. Lutkenhouse LaSalle University
        • Jeanette Reinhard University of Illinois
        • Seleena D. Smith The University of Oklahoma

Prior Interns (2007-2008)

        • Abu Raiya Hisham Bowling Green State University
        • Karen M. Bretz University of North Texas
        • Karmen M. Garrett The University of Akron
        • Yi-Jiun Lin University of Missouri
        • Dwight D. Tolliver University of Tennessee

Prior Interns (2006-2007)

        • Courtney M. Camillus The Ohio State University
        • Eric V. Currence The Ohio State University
        • Noa J. Kageyama Indiana University
        • Scott G. Olenick Ball State University
        • Nicole A. Surething University at Albany

Prior Interns (2005-2006)

        • Josephine Dickinson University of Akron
        • Allyson Havill Duquesne University
        • Shawn MacDonald Western Michigan University
        • Shonali Raney Ball State University
        • Amanda Warbel University of Akron

Prior Interns (2004-2005)

        • Chasee S. Chappell Our Lady of the Lake University
        • Sherry E. Haggins The University of Georgia
        • Anne Hawkins West Virginia University
        • Jennifer Shadia Wassif Kennedy Alliant International University
        • Saul Rivera Andrews University

Prior Interns (2003-2004)

        • Luis G. Cruz-Ortega Andrews University
        • Rebecca Block Lapidus Georgia State University
        • Christopher J. McNally The University of Akron
        • Dionne Maria Smith The University of Tennessee
        • Joy Stephens Indiana University

Prior Interns (2002-2003)

        • Antonella Stimac Bath The Ohio State University
        • Jamie Bromley University of Akron
        • Tawanda M. Greer Southern Illinois University
        • Laurie D. McCubbin University of Wisconsin
        • Darrick A. Murray Western Michigan University

Prior Interns (2001-2002)

        • Kavita Ajmere Indiana State University
        • Andrew Felder Duquesne University
        • Teresa Lance Western Michigan University
        • Lisa Beth Spanierman University of Missouri
        • Toyoichiro Suzuki Wright State University

Prior Interns (2000-2001)

        • Jodie Eckenrod Duquesne University
        • Freda Ginsberg Michigan State University
        • Jeeseon Park The Pennsylvania State University
        • Saba Rasheed University of Oregon
        • Robert Wells Texas A & M University

The Internship at OSU dates back to the 1960's. The date of our initial accreditation by the American Psychological Association was October 31, 1978.

Contact information for Training Director

Please e-mail, call, or write if you have questions about our program.

Karen M. Taylor, Ph.D. 
Director of Training 
Counseling and Consultation Service 
Office of Student Life 
The Ohio State University 
4th Floor, Younkin Success Center 
1640 Neil Avenue Columbus, OH 43201-2333
taylor.45@osu.edu
Ph:(614) 292-5766 Fax:(614) 688-3440