Lawrence is located 40 miles west of Kansas City. A town of more than 80,000 which includes two universities (KU and Haskell Indian Nations University), it is known for its diversity and sense of community. A rich cultural milieu is obvious as one walks the tree lined streets of downtown. Outdoor sculptures, gardens, sidewalk cafes, coffee houses and well-preserved historical landmarks are symbolic of the care and artistic energy which make Lawrence unique. The Lied Center on the KU campus brings Broadway musicals, classical music and avant garde dance to town. Public and private art galleries, theater, and an active music scene offer a variety of leisure time activities. Recreational opportunities abound--whether it's sailing on Clinton Lake, cycling the many bike paths, watching the bald eagles return each winter to fish from the cottonwood trees along the Kaw River, or watching nationally ranked student athletes at KU. More information can be obtained on these websites: www.visitlawrence.com and www.lawrenceks.org.
The University of Kansas is the flagship institution of the Kansas university system. It is a major comprehensive research and teaching university, of 29,000 students and 2,100 faculty, that serves as a center for learning, scholarship, and creative endeavor. The University of Kansas is the only Kansas Regents university to hold membership in the prestigious Association of American Universities (AAU), a select group of fifty-eight public and private research universities that represent excellence in graduate and professional education and the highest achievements in research internationally. There are many cultural and extracurricular activities available on this 1,000 acre Lawrence campus located on Mount Oread. For additional information on the campus, visit the web site for the University of Kansas. www.ku.edu
Counseling and Psychological Services (CAPS) is the direct-service counseling unit available to all enrolled students at the University of Kansas. CAPS is fully accredited by the International Association of Counseling Services (IACS), and the pre-doctoral internship in psychology is fully accredited by the American Psychological Association. The counseling center supports and advances the mission of the University of Kansas and the Office of the Vice Provost for Student Success by providing educational, remedial, and developmental services directly to students as well as consultation and support to university staff and faculty.
CAPS, under the direction of interim director Michael Lynch Maestas, Ph.D., consists of two services-Clinical and Testing. Permanent, full-time staff includes counseling and clinical psychologists, clinical social workers, a psychiatrist, and three support staff. Student staff includes counseling psychology doctoral practicum students, two master-of-social work interns, three pre-doctoral psychology interns, and both graduate assistants and hourly employees in the testing service. CAPS is housed in the campus health center which employs ten physicians, nurses and nurse-practitioners, lab technicians, x-ray technicians, physical therapists, a registered dietitian, health education specialists and pharmacists. Although administratively separate from the health center, consultation with and referrals to and from health center personnel are facilitated by proximity.
The CAPS Clinical Service, directed by Pamela Botts, PhD, delivers a range of mental health services to enrolled students including individual, couples and group psychotherapy, psychiatric services and limited psychological testing. In addition, CAPS offers consultation services to parents and to university staff and faculty who are concerned about a student's needs. All CAPS services are delivered with an emphasis on enhancing clients' potential for a successful college experience. The Clinical Service staff is composed of licensed professionals in psychology, social work and psychiatry as well as graduate-level trainees in psychology and social work. Frequently addressed difficulties include mood and anxiety disorders, stress related conditions, relationship problems, and trauma recovery, as in situations of acquaintance rape or other assaults. Most staff members including trainees are expected to spend approximately half their time in direct clinical service. Therefore, psychology interns spend about twenty hours per week in the delivery of direct clinical services to clients through individual, couple and group psychotherapy, MSW interns spend about twelve hours per week, and practicum students see about five clients per week.
For psychology interns, four hours per week of that direct service time is spent in the University Career Center (UCC). Services provided at the UCC include: individual and group counseling; assessment through career inventories; a walk-in resource library attended by trained staff; and computerized career exploration programs supported by staff members on duty. Choosing and refining academic and career goals is a developmental task faced by many students and is often integral to the more general tasks of individuation from families or dealing with anxieties. Thus, referrals between CAPS and UCC are common and clients may receive services from both agencies concurrently.
The Testing Services, directed by Celeste Smith, MBA, administers national standardized tests for academic placement and entry to graduate and professional programs, many of which are administered in the Computer Based Testing Center. Interns may choose to become involved in proctoring some of the national exams. The Testing Services staff also provides test-scoring services for faculty throughout campus and analysis of course evaluations for academic departments. Their work with the CAPS clinical staff is to administer and score clinical assessments (e.g., the Personality Assessment Inventory) that are not administered individually by psychologists.
The staff of Counseling and Psychological Services is dedicated to promoting an environment of respect and appreciation for the race, ethnicity, national origin, gender, age, religious affiliation, sexual orientation, physical/mental ability, and socioeconomic status of all persons. We are committed to creating and maintaining an atmosphere of openness, trust, and safety where all attitudes, beliefs, values, and behaviors can be freely explored and discussed. We fully embrace providing high quality and multiculturally sensitive services that affirm the dignity, worth and value of all individuals. In doing so, we strive to provide a welcoming and enriching environment that is conducive to the intellectual, emotional, and social development of our diverse community.
No form of harassment is knowingly tolerated and all staff are encouraged to address immediately any interpersonal difficulties with the person(s) involved and to include supervisors and/or directors if the situation is not resolved promptly and satisfactorily.
Senior Staff
Post-Doctoral Resident
Support Staff
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Doctoral Psychology Interns
Masters-In-Social-Work Interns
Doctoral Practicum Students in Counseling Psychology
Testing Services Staff
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The doctoral internship in psychology at CAPS began as a two year part-time program in August, 1995 and moved to a full-time internship with three interns in 1999. The 2008-2009 internship class will have three positions. Two part-time social work interns also take part in some of the training and service activities.
The CAPS internship program has been a member of the Association of Psychology Postdoctoral and Internship Centers (Appic) since 1996. A self study was completed and submitted to the American Psychological Association as part of an application for APA accreditation in August, 1997. We received APA accreditation in 1998 and were reaccredited in 2003.
The mission of the CAPS psychology internship training program is to assist in the development of generalist practitioners in the profession of psychology. We believe that the opportunity afforded by our multidisciplinary service agency on the campus of a large university lends itself especially well to the training of generalists who can integrate a number of professional activities influenced by a variety of perspectives. These perspectives are fostered by staff members' backgrounds in psychology, human development, social work, family systems, psychiatry, and research. To facilitate their professional development, interns will be expected:
The CAPS philosophy of training is grounded in the local clinical scientist model (Stricker and Trierweiler, 1995), a model which is itself grounded in the broader scientist-practitioner frame (Raimy, 1950). The CAPS pre-doctoral psychology internship emphasizes the practitioner side of that perspective while instilling a scientific attitude in the approach to practice. The training staff is dedicated to creating an environment in which science and practice inform each other and to mentoring upcoming professionals in such an environment. Staff members demonstrate a scientific attitude applicable to the practitioner side of psychology through critical thinking and inquiry regarding clinical issues. The staff approaches the assessment of clinical problems by generating hypotheses, selecting interventions with awareness of their empirical and professional credibility, and evaluating the efficacy of those interventions in a practice setting. The internal and external programming of CAPS is guided by a process of identifying needs in the university community and through evaluating responses to efforts made to address those needs. Interns also participate in a research seminar where research is discussed, critiqued and applied to clinical work.
The CAPS staff believes that the competencies of a practicing psychologist are best acquired and enhanced by substantial hands-on experience under close supervision, modeling by supervisors and professional colleagues, and consultation with established professionals. Equally important is the experience of being included on a professional team as a respected and contributing member. Interns are entrusted to carry clinical case loads and other professional duties comparable to those expected of senior staff. Accessible, adequate supervision and support make this a valuable learning experience.
Staff members of CAPS take the training of new mental health professionals very seriously. They allocate and guard the time required for selection, orientation, training and careful supervision of student staff members. The staff of CAPS is a multidisciplinary team of professionals who contribute a number of theoretical orientations to the clinical work of CAPS and to the training of new professionals. Over the fifteen-year history of the agency, staff members have developed an attitude of appreciation for the uniqueness of each member of the team. They are committed to promoting a supportive learning environment which values and utilizes differences in the perspectives and strengths of individuals. Trainees have the distinct advantage of working on a multidisciplinary team that includes counseling and clinical psychologists, social workers and a psychiatrist, and represents a variety of theoretical perspectives.
Reciprocal and timely communication are strongly encouraged. Problem areas, questions, or uncertainties are dealt with directly and promptly. Senior staff members are expected to share their work as are interns and practicum students in an effort to foster continued growth as a staff and as individuals. Areas of interest, strength and concern in trainees are accommodated with opportunities for growth whenever possible. Ethical codes for psychologists, social workers and physicians are applied routinely in staff consultations and treatment planning. In addition, CAPS emphasizes the opportunity and obligation of trainees to serve diverse populations with knowledge, respect, and sensitivity. Diversity issues are addressed through didactic seminars, case discussions, participation in campus multicultural events and in ongoing examination of differences among clients and staff.
Internship represents the capstone of a new psychologist's formal academic training and his/her induction into the profession. In keeping with the general mission and philosophy of the training program, the overarching goal of the internship is to assist psychology interns in developing scientific and practice skills appropriate to those of a generalist working with adults at the competency of an entry level psychologist. The specific goals of the CAPS program are to develop competent practice skills, knowledge, and understanding within the following areas:
Interns are expected to leave the internship with general skills in both assessment and psychotherapy. Assessment is viewed as a broad and ongoing process. It requires the integration of observation and interview data and may include psychological testing. Developmental and medical data also are considered. The ongoing assessment process continues to guide decisions throughout the treatment process.
Interns are expected to prepare for, and participate in an evaluation seminar coordinated by Pamela Botts, Ph.D. This seminar is used to discuss evaluation techniques and selection of appropriate assessment instruments. A session on risk assessment and crisis intervention is taught in an all-staff case conference early in the year. Career assessment strategies are addressed in extended orientation sessions at the beginning of the year and in ongoing weekly group supervision of career work.
Throughout the internship, pre-doctoral interns are expected to spend half of their total time (20 hours per week) in direct service activities. Individual, couple and group modalities are all utilized. In support of this work, interns are expected to prepare for, and participate in, three hours of individual supervision per week (two hours for individual therapy cases and one hour for group therapy). Video-recording (via webcam) of some clinical sessions is required. Supervision emphasizes the theoretical and/or empirical bases for selection of interventions with continuing evaluation of the efficacy of treatment. Supervisors also emphasize that ethical and effective treatment planning must consider individual or cultural differences which may influence the client's response to treatment. Weekly all-staff clinical conference teams and appropriate professional consultations also support growth in this area. Interns typically co-lead a group with a senior staff member for at least the first semester. After that, interns may conduct groups on their own or with another member of the trainee staff.
Four hours of the psychology interns' weekly schedule are spent providing service through the University Career Center (UCC). This career development work, which is conducted in both group and individual modes, is supervised in one hour of group supervision provided by Richard Nelson, PhD, Associate Director of UCC. For psychology applicants who have not received training in career development theory, readings and discussions in that area will be required prior to working with career clients.
Didactic support to enhance clinical skills is provided in the professional issues seminar where topics are devoted to areas of clinical concern including increasing multicultural competence.
Interns are expected to develop the clinical supervision skills required of practicing professional psychologists. Interns supervise a practicum student for two semesters. One hour per week is spent supervising the student on one of his/her cases. Interns are required to video-record these sessions. A senior-staff psychologist then supervises this work in a weekly 90-minute group supervision-of-supervision session. These sessions may involve discussion of developmental supervision theory as well as presentation and discussion of interns' supervision recordings.
Interns are expected to develop competence in basic consultation and psycho-educational presentation skills, and to provide liaison and consultation to campus residential units. Interns are required to attend residential staff meetings at two complexes on a monthly basis, consult with residence hall staff, and respond to problems or concerns as needed. Interns are also expected to develop a working relationship with at least one campus organization or department as well as encouraged to expand such relationships to other campus units of particular interest to the intern. Interns are supported and trained to develop and present a minimum of four outreach presentations throughout the year, one of which focuses on some aspect of diversity, and are expected to participate in other outreach activities of the center such as information fairs and awareness events. Although most outreach and consultation activities are conducted in the campus setting, the training component emphasizes learning consultation skills that will translate into community and business settings. Interns will also develop one informational brochure for CAPS on an area or interest or need and will provide a minimum of two media interviews to campus newspaper or radio reporters. In support of these activities, each intern will attend a web page development class (Dreamweaver) offered by Academic Computer Services unless already proficient in those skills. This component of the program is supervised by John Wade, PhD, staff psychologist. He meets regularly with the interns as a group and also provides individual consultation with the interns prior to the delivery of presentations or media interviews.
CAPS is committed to the training of new professionals within a local clinical scientist model of professional practice (Stricker & Trierweiler, 1995). Interns are expected to demonstrate critical thinking and awareness of relevant scientific literature and consider whether or not it generalizes while to the specific case or situation at hand. Interns are also expected to further develop their research skills within a framework of inquiry that may be useful to the local setting. Generation and evaluation of clinical hypotheses and discussion of professional literature are integrated into many activities in the training program. Interns participate in a research seminar facilitated by James Lichtenberg, PhD, a faculty member in the Department of Psychology and Research in Education. This seminar was introduced in the 2005-06 internship year. It consisted of reviewing and discussing research, applying it to clinical work, and consulting as needed regarding dissertations.
Interns are expected to demonstrate an increasing ability to function as autonomous professionals as they integrate academic learning with the applied experiences of the internship. This includes the ability to function within the standards of the profession and to make decisions consistent with the ethical guidelines of APA. It also requires self-awareness, growing confidence in one's ability to make sound clinical and professional judgments, knowledge and skill when dealing with issues of diversity, and an attitude open to learning. Professional relationships within and outside of CAPS are also seen as an important element of this growth area.
Interns participate in weekly training seminars, which address professional issues and diversity concerns. Interns are also assigned to a clinical consultation team that includes senior clinical staff and practicum students. These teams meet weekly to present and discuss case material and professional concerns. Interns also attend a weekly process group.
The internship year begins August 1. During the weeks prior to the start of fall classes, interns settle into their offices, meet staff, and familiarize themselves with the campus, with the community, and with particulars of their training program. This orientation period is tightly scheduled and dense with experiences designed to quickly familiarize incoming interns with the KU campus and community. The training director coordinates this process. Psychology interns, social work interns, and practicum students all participate in a procedural orientation for two days prior to the start of classes. Portions of this orientation are attended by all staff (professional and support staff, interns, practicum students and part-time employees.) The orientation is a time to become familiar with the policies, procedures and expectations of the center's day-to-day operation. Interns are provided an intern manual and provided instruction in policies and procedures, courses of action for grievance or due process concerns, and performance evaluation procedures. Continuing orientation is conducted by individual supervisors or the training director as the new trainee staff settles into the work of the center. The supervisor(s) of each training component spend considerable amounts of time in the early fall orienting and training new interns to the specific tasks and skills required for that area of their program. For example, interns have an intense period of orientation to the career service during their first month. This consists of a total of eight hours reviewing theory, assessment instruments and intervention resources, and is conducted by the associate director of the University Career Center.
Close, regular supervision is regarded as central to the internship experience. Interns are assigned a primary supervisor for the entire year. Interns receive supervision from this supervisor at least two hours per week. The functions of the primary supervisor include monitoring client welfare, enhancing intern clinical skills, promoting the interns' professional growth, and evaluating intern progress in those areas. A document entitled "Rights and Responsibilities in Clinical Supervision" outlines expectations for the supervisee and the supervisor in all supervisory relationships at CAPS. (See Goal One.)
Interns co-lead a group with a senior staff member who provides supervision for the interns' group work. Supervision of this work is scheduled for one hour during which group theory, group dynamics, the intern's role, the relationship of the co-leaders, and the progress of group members are reviewed. While interns usually stay with the group and leader for the entire year, at some point, interns may also lead a group on their own or with another intern while continuing to receive supervision from a senior staff member. (See Goal One.)
All clinical staff members in CAPS meet for 80 minutes each week. Following a brief announcement period everyone meets with their team to discuss diagnoses, disposition, and treatment of clinical cases as well as to consult about other issues of clinical importance. Each team consists of senior staff members, interns, and practicum students. The CAPS psychiatrist rotates among the teams. About once per month the staff does not break into teams in order to host a presentation or discussion on a topic of clinical importance. ( See Goal One.)
Psychology interns provide four hours of service each week through the University Career Center. This work is typically supervised in a group format for one hour each week. (See Goal One.)
Psychology interns spend one hour per week supervising a counseling psychology practicum student on one of his/her cases, and are required to video-record (via webcam) the supervision sessions. Interns meet 90 minutes each week for group supervision of supervision facilitated by a senior staff member. Initially, a context of models of supervision and possible supervisor roles may be provided through discussions and readings. However, the emphasis is on experiential learning with discussion generated by viewing interns' video recordings of their supervision sessions. It is expected that general issues and/or topics will emerge from the specifics of each session viewed including: the developmental nature of supervision, the various tasks of supervision, the concept of parallel process, boundaries, countertransference, and ethical and legal considerations. Interns are expected to preview their recordings and come prepared with questions, problems or issues to discuss with the group. The group format allows interns an opportunity to give feedback to others about their work and is an important aspect of the learning process. Supervision of a practicum student and the supervision of supervision sessions are conducted for one academic year, August through May. (See Goal Two.)
Supervision of outreach activities is provided by the Outreach Coordinator. Interns will meet weekly during the Fall semester and bi-weekly in the Spring semester to discuss outreach and consultation activities. Formal training will be provided in several areas including: facilitating effective workshops; presenting to and consulting with diverse populations; models of consulting; marketing and networking; giving media interviews; web-site development; and designing print literature. (See Goal Three.)
This seminar was new to the program for the 2005-2006 internship year. Psychology interns meet bi-monthly for 90 minutes with a KU faculty member to review, discuss and critique research, apply research findings to their clinical work, and consult as needed regarding their dissertations. (See Goal Four.)
This seminar meets for 0-2 hours per week and is coordinated by the CAPS clinical director and attended by all interns (psychology and social work). It is used to discuss assessment techniques and selection of appropriate assessment instruments. All work in this seminar is driven by the needs of interns' clinical cases that are selected for assessment review in the seminar by the intern and his/her primary supervisor. Assessment of personality functioning, intellectual functioning, attention problems and other disorders of DSM nosology as well as developmental issues are explored. The seminar is also used to discuss interventions based on assessment and theory, and to do treatment planning for interns' cases. (See Goals One and Four.)
This seminar meets for 0-2 hours per week, is coordinated by the CAPS training director and is attended by all interns. It is also open to any practicum student or senior staff member who wishes to attend. The seminar is taught by senior staff members and by professionals from the campus and community with expertise in particular areas. General categories addressed lie in the areas of diversity, clinical issues, and ethics/professional growth. Specific topics within these categories may vary from year to year as chosen by the training director and guided by feedback from interns and other staff members.
Diversity Topics: Past topics have included working with the following populations: International Student Clients; First Nations Clients; Gay/Lesbian Clients; Clients with Disabilities; African-American Clients; and Hispanic Clients.
Clinical Topics: Topics are devoted to a variety of issues of clinical interest. These range from theory and research to considerations in working with particular clinical concerns. Past presentations have included: Medical Treatments for Mood Disorders; Medical Treatments for Anxiety/Psychosis; Using Solution Focused Brief Therapy; Narrative Therapy; Motivational Interviewing; Bipolar Disorder; Grief and Loss; and Couples Therapy.
Ethics and Professional Growth topics: Past topics have included: Examining Self as Therapist; Boundary Issues in Therapy; Administration from a Systems Perspective; Current Issues in Psychology in Kansas; and the Job Search.
One hour each week is scheduled for intern process. During this time the psychology and social work interns meet to discuss their experience and any concerns or needs they may have. Many semesters the intern group conducts this meeting over lunch. Periodically the training director may ask (or be asked by the group) to attend one of these meetings to be available to interns or hear any concerns they wish to share.
The CAPS training staff tries to accommodate special areas of interns' interest with opportunities to receive additional experience in those areas. Clinically, if an intern wants additional experience with certain presenting issues, such as eating disorders, couples, or ADHD, that request is communicated to the primary supervisor and arrangements can be made to provide the intern with more exposure and supervision in that area. Opportunities to help teach a course, to sit in on the administrative meetings of the agency, or to make special arrangements for training from resource persons such as the substance abuse specialist or health center physicians have been developed in the past.
The internship at KU is designed to meet the most stringent hour requirements of any state board of psychology. In order to provide a 2000 hour internship without restricting the vacation allowed interns as full time university professional staff, interns' weekly schedule during the academic semesters is 43 hours. This is accomplished by working one of the two evenings in which CAPS is open (Tuesday or Wednesday until 8 PM).
| Direct Client Sessions | |
| Initial Assessments (intake) | 2.0 |
| Individual/Couple Therapy | 10.0 |
| Urgent Care (crisis) Sessions | 1.0 |
| Individual Career Clients/Group Career work | 4.0 |
| Group Therapy | 1.5 |
| Total Direct Client Sessions | 18.5 |
| Other Direct Service Activity | |
| Clinical Supervision of Practicum Student | 1.0 |
| Provision of Outreach Services | 3.0 |
| Case management, records, & other activities | 6.0 |
| Total Other Direct Service | 10.0 |
| Individual Supervision Received | |
| Individual Supervision Re: Individual/Couples | 2.0 |
| Individual Supervision Re: Group | 1.0 |
| Group Supervision Received | |
| Group Supervision for Career Clients | 1.0 |
| Group Supervision of Supervision | 1.5 |
| Group Supervision of Outreach | 1.0 |
| Total Supervision Activity | 6.5 |
| Other Training Activities | |
| Intern Process Meeting | 1.0 |
| Research Seminar (bimonthly) | 1.5 |
| Evaluation Seminar | 1.0 |
| Professional Issues/Diversity Seminar | 2.0 |
| All-clinical staff case conference or consultation teams | 1.5 |
| Preparation for seminars, other activity | 1.0 |
| Total Other Training | 8.0 |
| Total Per Week | 43.0 |
At the beginning of their internship experience, interns are asked to identify in writing their own goals within the framework of expectations of the program and to share these with the training director and appropriate supervisors. As the internship progresses, routine communication and exchange of evaluative information between supervisors and interns is expected. Three times a year, the senior staff confers as a team about the progress and possible needs of each student staff member (interns and practicum students) to provide opportunity to adjust goals and address any areas of concern. Interns' progress, relative to their goals and those of the training program, is evaluated formally at the midpoint of the internship and again near the end of the contract term. Academic training directors receive a written evaluation of progress following each formal evaluation or at any time in the internship if difficulties or concerns arise. At the end of the internship, academic programs are advised of the completion of the internship and are provided with copies of written evaluations.
Interns are expected to make arrangements for professional liability insurance prior to the beginning of internship. Student plans for such insurance coverage are available through APA. Student membership in APA can encourage professional identity as well as provide low cost insurance. For information contact: American Psychological Association, 750 First Street, NE, Washington, DC. 20002-4242. The telephone number for the APA Insurance Trust is 1-800-852-9987.
Interns will begin work on August 1, 2007 and will be under contract as a full-time employee for twelve months. The internship is designed to be a 2000 hour internship to meet current licensure requirements in all states and provinces.
The stipend for the CAPS doctoral internship is $23,660. The University of Kansas operates on a biweekly payroll. Interns receive paid vacation and sick leave. Professional development leave may be arranged through the training director. You are eligible to enroll in group health, prescription drug, dental and optional vision insurance for yourself and your dependents with coverage effective the first of the month following 60 days of employment. For incoming interns, coverage will be effective October 1. To maintain continuous health insurance coverage, it is important to keep your previous employer's plan until coverage begins with the University of Kansas. Each intern is assigned a private office equipped with a computer for writing reports, generating correspondence and other projects, maintaining a daily schedule of clients and providing internet/e-mail access. Each intern office also has a webcam for recording client sessions. Copying and limited secretarial support are also available. Campus facilities for recreation and academic pursuits are available to interns.
"This was a wonderful experience! I feel like a really grew up here and now go out with confidence as a professional." 2001
"The clients using CAPS services presented surprising diversity in age, culture and presenting issues. I appreciated this diversity. I also appreciated the coordination of care with the staff psychiatrist and Watkins Health Center physicians and staff." 1999
"I enjoyed having the three services of clinical, career and testing interconnected so it was easier to work together. It was great the way we were treated. Also this is the best office space I have ever had. The campus is beautiful and is located in a strong community." 1997
Additional Quotes from Former Interns (collected from an anonymous survey conducted in 2004)"Overall, my internship at KU was a VERY POSITIVE experience. I felt very much like I belonged, my questions were addressed in a timely and helpful manner, and the senior staff were open and available to me. The continued support and encouragement from CAPS staff have been very valuable as I've continued seeking suitable employment."
"CAPS internship is a great opportunity to expand your skills as a psychologist within a multidisciplinary setting that is a safe, friendly learning environment."
"CAPS provides a high quality internship experience. The professional staff at CAPS is dedicated to training and it shows in all their interactions with interns. In addition to the general training provided, I was encouraged and supported in developing an area of interest."
Applicants must be enrolled in an APA accredited doctoral program in counseling or clinical psychology. To be considered, applicants must have passed their comprehensive exams advancing them to candidacy. It is strongly preferred, but not required, that applicants have passed their dissertation proposal defense prior to rank day (February 7, 2007). In order to receive the ranking preference which the application committee generally confers on applicants who have defended their proposal, verification of successful proposal defense must be received from the academic training director by February 7, 2007 if these items do not accompany the initial application.
The following websites contain public information relevant to the CAPS internship program.
Information about Counseling and Psychological Services can be obtained at www.caps.ku.edu.
The internship application booklet is available at www.caps.ku.edu/training/.
The universal application form can be downloaded from the APPIC website at www.appic.org. This site also contains APPIC policies regarding internship offers and acceptances which can be downloaded.
The APA Office of Accreditation can be accessed at http://www.apa.org/ed/accreditation
Applicants must register with National Matching Services to be eligible for acceptance as a doctoral psychology intern at KU. Forms to request a registration packet can be obtained by calling National Matching Services at (416)977-3431 or contacting them at their web address: www.natmatch.com/psychint
Information about Lawrence can be obtained from www.visitlawrence.com and www.lawrenceks.org.
Information about the University of Kansas can be accessed at www.ku.edu.
Application materials must be received no later than November 15, 2007
Students may apply by completing the APPIC universal application (AAPI) which is available for downloading from the APPIC website at www.appic.org. Follow link for Internship Application (AAPI). When completing the application, applicants may exclude the Child and Adolescent Testing section.
A complete application includes:
Please send all materials in one packet, including official transcripts and sealed letters of recommendation with signature across the seal.
Submit all materials to:
Heather Frost, PhD
Counseling and Psychological Services
1200 Schwegler Drive
Lawrence, Kansas, 66045-7559
telephone: (785) 864-2277 fax: (785) 864-2721 hfrost@ku.edu
Applicants are responsible for making sure their file is complete. The training committee will receive applications and select those applicants who will be interviewed. All interviews will be conducted by phone and will follow a format of uniform questions to each applicant. Applicants who remain in the pool can expect contact from the training director to schedule an interview by December 15. This contact will be made by e-mail or telephone. Applicants scheduled for an interview may visit CAPS by arranging with the training director to attend one of two 3-hour open houses to be held in January. Attendance at an open house is for the purpose of providing applicants information which they may desire. Applicants are warmly invited to attend but a personal visit to CAPS is not necessary for an applicant to be ranked or selected.
APPIC Policies
CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers and will follow APPIC guidelines regarding selection and notification procedures. 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. Please read the APPIC policy carefully to avoid confusion or misunderstanding. The homepage address for APPIC is www.appic.org. The latest revision of the match policy is found under "Match Policies."
Ranking Information
Applicants must register for National Matching Services by returning NMS agreement forms to NMS. These are available from the NMS website www.natmatch.com/psychint or by phoning (416) 977-3431. Each applicant is assigned a number by NMS. For an applicant to be selected, CAPS must include the applicant in its rank order list submitted to NMS. Since these lists are done by number, it is important to include the correct applicant registration number on the internship application. Additionally, to have a chance of being selected for internship training at the University of Kansas, applicants must include the CAPS site (by number) in their rank order list received by NMS by February 8. The site registration number for Counseling and Psychological Services at the University of Kansas is #130311.
The University of Kansas IS an Equal Opportunity/Affirmative Action Employer. Applications Are Sought from ALL QUALIFIED PERSONS REGARDLESS of RACE, COLOR, SEX, DISABILITY, &, AS COVERED BY LAW, VETERAN STATUS. In ADDITION, University Policies PROHIBIT DISCRIMINATION on the BASIS of RELIGION, NATIONAL ORIGIN, ANCESTRY, AGE, SEXUAL ORIENTATION, MARITAL STATUS, & PARENTAL STATUS.
updated 7.13.06
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The University of Kansas Counseling and Psychological Services Watkins Health Center, 2nd Floor Lawrence, KS 66045 785/864-CAPS (2277) |
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2008
The University of Kansas
For concerns of a personal nature, please call CAPS at 864-2277 This file was updated 10/29/07 02:38 PM |