Predoctoral Internship in Professional Psychology 2009-2010

Accredited by the American Psychological Association

1. Setting

   Lawrence, Kansas

   Lawrence is located 40 miles west of Kansas City. A town of  88,000 that includes two universities (KU and Haskell Indian Nations University), Lawrence 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 such as 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 about Lawrence and its community on the following web site: www.lawrenceks.org

   The University of Kansas

   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, 1500 faculty, and 3000 full-time non-faculty staff members, 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 institutions that represent excellence in graduate and professional education and the highest achievements in research internationally. The 1,000 acre Lawrence campus located on a hill called Mount Oread offers many cultural and extracurricular activities.  For additional information on the campus, visit the web site for the University of Kansas at  www.ku.edu

2. CAPS

   Counseling & Psychological Services
   
   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 program in psychology is fully accredited by the American Psychological Association (APA). 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  Michael 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 doctoral practicum students from KU’s counseling psychology program, master-of-social work practicum students from KU’s School of Social Welfare, and pre-doctoral psychology interns. The Testing Service also uses graduate assistants and hourly employees. CAPS is housed in the campus health center which employs physicians, nurses and nurse-practitioners, lab technicians, x-ray technicians, physical therapists, a registered dietitian, health education specialists and pharmacists. Although CAPS is administratively separate from the health center, consultation with and referrals to and from health center personnel are facilitated by the two centers’ close physical proximity.
   

   The Clinical Service of CAPS

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. Social Work practicum students spend about twelve hours per week providing direct clinical service, and practicum students maintain a case load of about five clients per week.

Four hours per week of psychology interns’ direct service time is spent in the University Career Center (UCC). 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 the UCC are common and clients may receive services from both agencies concurrently. Services provided by 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. Intern involvement at the the UCC may include career counseling with individuals, interpretations of assessment instruments in an individual and/or group format, and teaching and/or leading discussion groups on career related topics.

The Testing Services of CAPS

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.

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CAPS Statement on Diversity

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 culturally 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.

Provost Statement on Diversity

Diversity matters at the University of Kansas. It matters because diversity enriches our ability to solve problems and create new knowledge. It is our goal to have the richest possible mix of perspectives, life-experiences, interests, world-views and cultures in our campus community.

The University of Kansas is committed to encouraging intellectual freedom, personal integrity and inclusion that fosters an environment that is welcoming to all faculty, staff and students.

The community of KU reveres individual worth and dignity, and believes that advocacy for diversity and inclusion is a major responsibility entrusted to all campus community members.

This means that we will recruit and retain a diverse community of faculty, staff, and students; as well as develop policies and programs to support a culture of openness, pluralism, and mutual respect throughout the University community.

Additional information regarding diversity policies and resources may be found at
http://www.diversity.ku.edu//
http://www.diversity.ku.edu/resources.shtml

Statement on Interpersonal Staff Relations

No form of harassment is tolerated knowingly 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.

The CAPS Staff

Senior Staff

Pamela J. Botts, PhD
Associate Director/Clinical Director
Licensed Psychologist
University of Kansas, 1991

Clinical Interests: Primary care psychology, understanding diversity, resilience and agency, depth psychology, ego integration, clinical administration.

Theoretical Interests: Object relations theory, learning theory, longitudinal effects of early relationships on self concept, emotional IQ.

Professional Affiliations: American Psychological Association, American Association for the Advancement of Science.

Nancy Espinosa, LSCSW
Licensed Specialist Clinical Social Worker
Florida State University, 1982

Clinical Interests: Multicultural issues, international student strengths and challenges, trauma and recovery, depression, cross-cultural communication.

Theoretical Interests: Integrative approach with focus on Bowen Family Systems, object relations theory, and psychodynamic theory.

Approach to Supervision: Strengths based with emphasis on understanding how one’s own biases affect conceptualization and practice.

Allison Falling, LSCSW
Licensed Specialist Clinical Social Worker
University of Kansas, 2000

Clinical Interests: Trauma and recovery, loss and grief issues, understanding and supporting diversity, mood disorders, substance abuse, anger management issues.

Theoretical Interests: Integrative approach with focus on Bowen Family Systems and strengths based practice.

Approach to Supervision: Strengths based with emphasis on helping supervisees explore various theoretical orientations for the purpose of increasing their ability to conceptualize client concerns, form interventions and to focus on the process dimension in therapy sessions.     

Carrie L. Fleider, LSCSW
Licensed Specialist Clinical Social Worker
Tulane University, 2001

Clinical Interests: Issues related to sexual violence and trauma, Bowen Family Systems Theory, expressive experiential therapies such Drama and Psychodrama therapies, as well as post modern Narrative therapies.

Theoretical Interests: A client-centered approach with special attention toward Object Relations, Psychodynamic, Feminist, and Family Systems approach as they inform my conceptualizations of client issues.

Approach to Supervision: An empowerment model to enhance both the skill-level and confidence levels of interns.


Keith Floyd, PhD
Licensed Psychologist
University of Kansas, 2003

Clinical Interests:  Relationship concerns, diversity issues, human sexuality, GLBT issues, depression, anxiety.

Theoretical Interests:  Integrative psychodynamic/psychoanalytic; Buddhist psychology;  mind-body awareness/meditation practices.

Approach to Supervision: Emphasis on developing solid therapeutic relationships; understanding  client-therapist inter-subjectivity;  developing integrative foundation for case conceptualization

Heather Goldstein Frost, PhD
Director of Training
Licensed Clinical Psychologist
University of Kansas, 1991

Clinical Interests: Training and supervision, mentoring, gender issues.

Theoretical Interests: Psychodynamic, Feminist.

Approach to Supervision: Integration of supportive and didactic with emphasis on self-understanding in the therapeutic relationship.

Linda L. Keeler, MD
Licensed Psychiatrist
Board Certified:
Psychiatry and Neurology
Child & Adolescent Psychiatry

Clinical Interests: Mood disorders, anxiety disorders, eating disorders, dual diagnoses, substance abuse, attention deficit disorder and learning disorder.

Theoretical Interests: Biological psychiatry, behavioral treatments.

Professional Affiliations: American Psychiatric Association.


Michael Maestas, PhD
Director
Licensed Psychologist
University of Nebraska-Lincoln, 2000

Professional/Research Interests: Evaluation and assessment; the relationship between intelligence and personality; American ethnic minority issues; acculturation; ethnic identity development and retention; multicultural competencies; organizational development and dynamics; educational administration.

Theoretical Interests: Systems theory; Chaos theory


John C. Wade, PhD
Outreach Coordinator
Licensed Psychologist
Penn State University, 1997

Clinical Interests: Trauma and recovery, abuse issues, anxiety, depression, supervision and training, Positive Psychology, Narrative Therapy.

Theoretical Interests: Integrative, with a tendency to conceptualize from a psychodynamic emphasis. Clinical practice tends to integrate aspects of Rogerian, psychodynamic, solution focused, narrative therapy and CBT approaches.

Approach to Supervision: Strength based, developmental perspective. I encourage supervisees to become more mindful and intentional about their clinical process, and also to develop clinical and conceptual flexibility to expand the "clinical toolbox."

Tracy Wechselblatt, PhD
Groups  Coordinator
Licensed Psychologist
The Wright Institute, 1998

Clinical Interests: Individual, group and couples’ counseling, eating disorders, trauma, anxiety reduction, depression, perfectionism, family systems, supervision and training

Theoretical Interests: psychodynamic: particularly object relations and attachment theory

Approach to Supervision: I use an approach to supervision generated by Jacobs et al. of The Supervisory Encounter in which the cognitive development of the supervisee in terms of ways of seeing and thinking about clients is made more systematic.

.

 

SENIOR STAFF Pamela J. Botts, PhD Licensed Clinical Psychologist Director of Clinical Services Nancy Espinosa, LSCSW Licensed Specialist Clinical Social Work Allison Faling, LSCSW Licensed Specialist Clinical Social Work Carrie Fleider, LSCSW Licensed Specialist Clinical Social Work Keith Floyd, PhD Licensed Psychologist Heather Goldstein Frost, PhD Licensed Clinical Psychologist Director of Training Linda L. Keeler, MD Licensed Psychiatrist Michael Maestas, PhD Licensed Psychologist Director Celeste Smith, MBA Director of Testing Services John C. Wade, PhD Licensed Psychologist Outreach Coordinator Tracy E. Wechselblatt, PhD Licensed Clinical Psychologist Group Coordinator POSTDOCTORAL RESIDENT Jennifer Austenfeld, PhD

PRE-DOCTORAL PSYCHOLOGY INTERNS April Davis , MA Clinical Psychology University of Denver Bryce Summers, MS, MEd Counseling Psychology University of Houston Irene Summers Temple, MS Counseling Psychology Indiana University GRADUATE PRACTICUM STUDENTS University of Kansas SOCIAL WORK Darren Bradfield, MS Rosamaria Grimm, BS Spencer Sward, LBSW COUNSELING PSYCHOLOGY Candie Ackerman, MS Thai Le, MS David Martin, MS Rhea Owens, MS              SUPPORT STAFF Stella Murphy, Office Manager Barb Smith, Accounting Specialist Jody Spurlock, Receptionist

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Internship

History of the CAPS Predoctoral Internship in Professional Psychology

The predoctoral internship in professional 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 2009-2010 internship class will have three positions. Three part-time social work practicum students 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 (APA) as part of an application for accreditation in August, 1997. The pre-doctoral internship program received APA accreditation in 1998 and was reaccredited in 2003 and in 2009. The next accreditation site visit will be held in 2016.

Mission of the CAPS Psychology Internship Training Program

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, social work, family systems, psychiatry, and research. To facilitate their professional development, interns are expected to:

1. provide clinical service to adult students (primarily ages 18-35) in the treatment of mild to moderate pathology;
2. provide assistance with developmental concerns, including career issues;
3. provide preventive psycho-education to the campus community;
4. contribute to the profession through clinical supervision and mentoring of psychologists-in-training at the practicum level;
5. provide consultation to the campus community;
6. establish a professional identity and working relationships with clients and other professionals guided by professional ethics, adequate legal awareness and sound professional judgment;
7. apply a scientific attitude of critical thinking in the conduct of psychological practice; and
8. develop an ability to understand and apply theory and research findings to clinical practice.

 

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Philosophy of the CAPS Training Program

The CAPS philosophy of training is grounded in the practitioner-scholar model. The CAPS pre-doctoral internship program in professional psychology 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 seventeen-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.

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Internship Goals & Objectives

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 practice and scientific 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:

GOAL ONE: Enhancement of skills used in evaluation of clients and delivery of psychotherapy or counseling

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 Tracy Wechselblatt, 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 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 clinical consultation 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 Wendy Shoemaker, MA, Senior Associate Director of UCC. For psychology  interns who have not received training in career development theory, readings and discussions in that area will be required prior to providing service in this area.

Didactic support to enhance clinical skills is provided in the professional issues/diversity issues seminar where topics are devoted to areas of clinical concern including increasing cultural competence.

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GOAL TWO: Enhancement of skills in the delivery of clinical supervision

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 supervision sessions. This work is supervised by Heather Frost, Ph.D. 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.

GOAL THREE: Enhancement of skills in consultation and psycho-educational presentations

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 and 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 two outreach presentations throughout the year and are expected to participate in other outreach activities of CAPS. 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 also will develop one informational brochure for CAPS on an area of interest or need and will provide media interviews to campus newspaper or radio reporters as assigned. 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, Ph.D., staff psychologist. He meets weekly with the interns as a group during the Fall semester and bi-weekly during the Spring semester and also provides individual consultation to the interns prior to the delivery of presentations or media interviews.

GOAL FOUR: Demonstration of a scientific attitude and the ability to think critically

CAPS is committed to the training of new professionals within the practitioner-scholar model of training.  Interns are expected to demonstrate an awareness of the relationship between practice, theory and scholarship. 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. The purpose of the seminar is to  review, discuss and critique research,  apply research findings to clinical work, and consult as needed regarding dissertations.   
     
GOAL FIVE: Demonstration of functioning at the level of an entry-level professional psychologist

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 also are seen as an important element of this growth area.      

Interns participate in weekly training seminars that address professional issues and diversity issues. Interns also are assigned to a clinical consultation team that that is multidisciplinary and that includes senior clinical staff and practicum students. These teams meet weekly to present and discuss case material and professional concerns. One hour each week is scheduled for intern process. During this time the psychology and social work interns meet on their own to discuss their experience and any concerns or needs they may have. Periodically the training director may ask (or be asked by the group) to attend one of these meetings.

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Components of Intern Training

Orientation
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 student employees). Orientation is a time to become familiar with the policies, procedures and expectations of the day-to-day operation of the center. Each intern is 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 six hours reviewing theory, assessment instruments and intervention resources, and is conducted by the Senior Associate Director of the University Career Center.

Clinical supervision (individual format with primary supervisor)
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"  is included in the training manual and outlines expectations for the supervisee and the supervisor in all supervisory relationships at CAPS.

Supervision of group therapy (individual format)
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.

Clinical consultation teams
All clinical staff members, including all trainees, meet for 1.5 hours 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. Some weeks the staff does not break into teams in order to host a presentation or to have a discussion on a topic of clinical importance.

Supervision of career services (group format)
Psychology interns provide four hours of service each week through the University Career Center. This career development work, which is conducted in group and individual modes, is supervised typically in a group format for one hour each week. 
   
Supervision-of-supervision (group format)
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. Interns participate with senior staff in performance evaluation meetings of practicum students at the end of each semester.

Supervision of outreach and consultation (group format)
The Outreach Coordinator, John Wade, PhD, provides supervision of outreach and consultation activities. Psychology and social work interns meet weekly during the Fall semester and bi-weekly in the Spring semester to discuss outreach and consultation activities. Formal training is provided in several areas including: facilitating effective workshops; models of consulting; marketing and networking; giving media interviews; web-site development; and designing print literature.

Research seminar
Psychology interns meet with KU faculty member James Lichtenberg, PhD, to review, discuss and critique research, apply research findings to their clinical work, and consult as needed regarding their dissertations. The specific content and readings used may vary depending on the knowledge base of each intern cohort. The general areas addressed may include issues of evidence-based practices, common versus specific factors and their contribution to therapeutic outcomes, recognition criteria used for the identification of empirically-supported interventions, and a review and critique of research offered as empirical evidence for the efficacy of treatments for depression and anxiety. 

Evaluation seminar
Both psychology and social work interns attend this seminar. It meets for one hour per week and is coordinated by Tracy Wechselblatt, PhD. Initially the seminar focuses on the intake process and diagnostic assessment, and how treatment planning follows this assessment. Interns later are trained to conduct ADHD evaluations specifically. The seminar also is used more generally to discuss assessment techniques and selection of appropriate assessment instruments. As the year progresses the content of this seminar is driven largely 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 and diversity issues are explored.

Professional issues seminar/diversity issues seminar
This seminar meets weekly for 2 hours throughout the year. The seminar  is coordinated by the Training Director and is attended by both psychology and social work 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 who have expertise in particular areas. General categories addressed include 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 issues in working with the 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; Licensure; and the Job Search.

Intern process group
One hour each week is scheduled for intern process group. During this time the psychology and social work interns meet on their own to discuss their experience and any concerns or needs they may have. Many semesters the intern group conducts this meeting over breakfast or lunch. Periodically the training director may ask (or be asked by the group) to attend one of these meetings.

Additional opportunities
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.

 

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Hours in the Internship

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 42 hours. This is accomplished by working until 6:00 PM.two evenings per week.

Weekly Allocation of Interns' Hours

Direct Client Sessions
Initial Assessments (intake)	2.0
Individual/Couple Therapy	10.0
Triage block (for risk screening and urgent care sessions)	2.0
Individual Career Clients/Group Career work	4.0
Group Therapy	1.5
Total Direct Client Sessions	19.5
Other Direct Service Activity
Clinical Supervision of Practicum Student	1.0
Provision of Outreach Services	2.0
Case management, records, & other activities	4.0
Total Other Direct Service	7.0
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 (monthly)	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	2.0
Total Other Training	9.0
Total Per Week	42.0



Evaluation of Interns' Progress

At the beginning of the internship experience interns are asked to identify in writing their 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.

The senior staff meets to review interns’ progress in October, January and June.  These review meetings also provide an opportunity to adjust goals and to identify and address any areas of concern. The October review results in informal, verbal feedback to each intern communicated by supervisors and/or by the Training Director. Formal written feedback, relative to their goals and those of the training program, is given following the review meeting in January and again in June as the internship year nears its end, with opportunity for intern response. In addition, the Training Director meets individually with interns in November and again near the end of their internship to provide feedback about overall progress and to solicit interns’ feedback about the program. It is regularly stated to interns that timely communication about any needs, concerns or problems they may experience is strongly encouraged, and that a meeting with the Training Director, a supervisor or any other staff member will be arranged at any time upon request. 

Academic Training Directors may be contacted any time during the internship if difficulties or concerns arise about their students. They receive written confirmation of progress at the mid-year point and at the end of the internship year.

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Liability Insurance

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.

Internship Contract Year
Interns are under contract as full-time employees for twelve months, beginning August 1. The internship is designed to be a 2000 hour internship to meet current licensure requirements in all states and provinces.

Benefits Accompanying the CAPS Internship
The stipend for the CAPS predoctoral internship is $23,660. The University of Kansas operates on a biweekly payroll. Interns receive paid 22 paid vacation days plus sick leave. Professional development leave may be arranged through the Training Director.  Interns are eligible to enroll in group health and dental and optional vision insurance; coverage for dependents also is available. Coverage is 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 necessary to maintain coverage through a previous employer's plan until coverage begins with the University of Kansas. Other support includes the CAPS physical and technical facilities. 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, as are some of the services offered by the campus health center.

Quotes from interns who completed the program 2005 – 2007 (collected from an anonymous survey)

“I enjoyed my training experience at CAPS. I was treated as a professional and felt that this internship prepared me well for my current position in a university counseling center. “

“CAPS is a very valuable experience that delivered what was promised – great clinical experience, dedicated staff, high quality supervision, great outreach and consultation experience, and an investment in helping you secure your long-term goals.”

“KU CAPS will provide plenty of opportunities for interns to develop professional identity.”

“This site is student-centered. If you have an interest they will try and make sure those interests are continued in your training. Also, you will be challenged, if you are missing something from your training this will be offered to you.”

Quotes from interns who completed the program 1999 – 2004 (collected from an anonymous survey)

"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."

Additional quotes from former 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

“The campus is beautiful and is located in a strong community."  1997

Eligibility for Internship

CAPS is a member of the Association of Psychology Postdoctoral Internship Centers (APPIC) and uses that organization’s universal application form (AAPI). CAPS has established minimal criteria for applicants to be considered for our internship program. These criteria are designed to ensure that applicants are sufficiently prepared to begin the internship experience.
The required qualifications include the following:

• APA or CPA accredited program (we will consider applicants from programs that have provisional accreditation). 
• PhD or PsyD program in clinical or counseling psychology.
• Comprehensive exams completed successfully by application deadline.
• Minimum of 200 AAPI intervention and assessment hours.
• Minimum of 700 AAPI grand total practicum hours.
• Minimum of 3 years of graduate training.

The preferred qualifications include the following:

• Dissertation proposal defended successfully by rank day (February 3, 2010).
• Course on supervision completed by start of internship.
• Experience providing supervision.
• Experience using video recorded sessions in supervision.
• Course on group therapy completed by start of internship.
• Experience conducting group therapy.
• Course on career development completed by start of internship.
  
  
  

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Web Sites

The following websites contain public information relevant to the CAPS internship program.

Information about CAPS and the internship program

Information about Counseling and Psychological Services can be obtained at www.caps.ku.edu.

Beginning in 2009 the universal application form (AAPI) will be submitted online. The AAPI Online and instructions for submitting it can be accessed on the APPIC website at www. appic.org. This site also contains APPIC policies regarding internship offers and acceptances which can be downloaded.

The CAPS pre-doctoral internship program in professional psychology is fully accredited by the American Psychological Association (APA). Contact information for the APA Commission on Accreditation:  Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. 
Telephone: 202-336-5979
E-mail: apaaccred@apa.org   
Web site: http://www.apa.org/ed/accreditation/

Applicants must register with National Matching Services (NMS) 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 the setting

Information about Lawrence can be obtained from www.lawrenceks.org.
Information about the University of Kansas can be accessed at www.ku.edu

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Application

Application Information

To apply for the CAPS internship students must complete the AAPI Online which is available for downloading from the APPIC web site at www.appic.org. Follow link for Internship Application (AAPI). When completing the application, applicants may exclude the Child and Adolescent Testing section.

APPLICATION MATERIALS MUST BE RECEIVED NO LATER THAN NOVEMBER 16, 2009, 5:00 p.m. (central standard time).
A complete application includes:

• the completed AAPI form
• a description of your interest and experience in the following areas: 1) preventive education/outreach presentations, consultation and teaching; 2) ADHD evaluations (please include in your cover letter)
• a current vita
• official transcripts of all graduate work
• a list of courses that will be completed prior to beginning the internship that do not appear on the transcript
• three letters of recommendation from persons with knowledge of your clinical work, academic work, or related work experience.
  
  

 

Please contact Heather Frost, PhD with any questions.
hfrost@ku.edu
(785) 864-2277

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 information to applicants.  A personal visit to CAPS is not necessary for an applicant to be ranked or selected; applicants who have not visited have been ranked highly by our staff and matched successfully with our site.

APPIC Policies
CAPS follows 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."

University of Kansas Policy
Please note that APPIC Match Policy #4a states that "Appointments of applicants to internship positions may be contingent upon the applicants satisfying certain eligibility requirements". Appointments at the University of Kansas are contingent upon the satisfactory completion of a background check. Background checks will be initiated after Match Day.

Ranking Information
Applicants must register for National Matching Services by returning NMS agreement forms to NMS. These are available from the NMS web site 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 the February 3, 2010 deadline. 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, and, 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, and parental status.

updated 6.18.09  

The University of Kansas Counseling and Psychological Services Watkins Health Center, 2nd Floor Lawrence, KS 66045-7538 785/864-CAPS (2277)

Contact Us : © 2008 The University of Kansas For concerns of a personal nature, please call CAPS at 864-2277