The University of Houston Counseling and Psychological Services (CAPS) offers a twelve-month, 2000 hour, APA-accredited* predoctoral internship in professional psychology open to counseling and clinical psychology doctoral candidates. There are 4 internship positions available each year. These are full-time, paid positions offered solely through the APPIC Match. The internship year begins on the third Monday of August and ends one calendar year later. If after reading these materials you have questions about the internship, please e-mail Dr. Cecilia Sun, Training Director, at cecilia.sun@mail.uh.edu

*The CAPS internship in professional psychology has been continuously accredited by the American Psychological Association (APA) since 1988. The term “accredited” provides public notification that the CAPS internship program meets standards of quality set forth by the APA Commission on Accreditation.

University of Houston

The University of Houston System is a group of six public institutions of higher learning in the Houston area that share common goals and are governed by a Board of Regents. The University of Houston (UH) is the largest and most comprehensive institution of the System. Founded in 1927, UH is the leading public research university in the vibrant international city of Houston. It is the second most ethnically diverse major research university in the United States. UH educates more than 36,000 students in nearly 300 undergraduate and graduate academic programs, on campus and online. The university has APA-accredited doctoral programs in both Counseling and Clinical Psychology. The graduate program in Creative Writing is ranked number two in the nation. The M.B.A. is fifth among public universities for producing CEOs of S&P 500 companies.

The mission of the University of Houston is to discover and disseminate knowledge through the education of a diverse population of traditional and non-traditional students, and through research, artistic and scholarly endeavors, as it becomes the nation’s premier public university in an urban setting. In accordance with its mission, UH aims to strive for academic excellence, provide broad access to higher education opportunities, recruit and retain faculty, staff, administration and students that reflect the diversity of Houston, and partner with business, industry, government, the community and alumni.

Student Population

UH is the second most ethnically diverse major research university in the United States. About 11% of the student population comes from outside of Texas, both from across the United States and from over 130 nations. According to the university’s 2009 Facts and Figures, the distribution of students by ethnicity is 13.5% African-American, 19.8% Asian/Pacific Islander, 19.9% Hispanic, 8.2% International, 0.3% Native American, 35.7% White/Other, and 2.6% Unknown. The majority of UH’s international students come from India, China, Vietnam, Korea, and Nigeria. The mean age of students is 25.9 years, and many are married or in committed relationships. The average student lives in the city of Houston, within 25 miles of the campus. Currently, 84% of UH students commute*; commuters are often characterized by attending school part-time, being older in age, and having additional work and family responsibilities. They are also more likely to be first-generation university students and students of color. UH is also one of the most accessible campuses in the country for students with disabilities. The diversity of the clientele seen at CAPS parallels the unique diversity of the UH student population.

Houston and Environs

UH is located in Houston, Texas, the nation’s fourth-largest city and an international destination. Known as the energy capital of the world, the city is home to 19 Fortune 500 companies and the world's largest medical center. It is multiculturally diverse, with over 90 languages spoken. Houston's quality of life, relatively low cost of living for a major city, and proximity to research partners in business and government also make the city attractive to UH students, employees, and their families.

Houston boasts more than 500 cultural, visual and performing arts organizations, the fourth largest shopping center in the country, the oldest African-American theater in the Southwest, and the home of the nation's human space flight programs. Houston has professional teams representing every major sport. Biking and jogging trails weave through central Houston, and golf courses, parks, nature centers, and arboreta are scattered throughout the city. "A mouth-watering destination for foodies," according to USA Today, Houston offers dining options from barbecue to seafood, and from Tex-Mex to Vietnamese. As the New York Times stated in a recent feature, "Maybe that's what makes Houston such an unusual and wonderful place--there are so many different Houstons to see."

Gulf Coast beaches are just an hour's drive away, and Houston's warm climate allows residents to enjoy outdoor activities throughout the year. It is three hours to the Texas hill country, and there are regularly scheduled shuttle flights between all Texas cities. It is also a reasonable drive to both New Orleans and the Mexican border.

Division of Student Affairs

The CAPS Director reports directly to the Vice Chancellor and Vice President for Student Affairs. CAPS staff and interns work closely with many Student Affairs partners, including: the Center for Students with DisABILITIES, Dean of Students Office, Health Center, International Student and Scholar Services, Learning and Assessment Services (includes Challenger Program, Learning Support Services, and University of Houston Wellness), Residential Life and Housing, and University Career Services. Other departments within the Division include Campus Activities, Campus Recreation, Religion Center, Student Legal Services, Student Publications, and Veterans' Services Office.

Counseling and Psychological Services

The role of CAPS within the university is comparable to that of a community mental health center. Adult and adolescent clients with any type of problem that might be found in a general outpatient mental health setting may present at CAPS. As part of its role in higher education, CAPS also contributes to the advancement of the mental health field through the training of advanced graduate psychology trainees. The mission of CAPS is as follows:

CAPS is committed to the promotion and affirmation of diversity through a safe and welcoming environment. Our declared mission in providing mental health services emphasizes that people representing the rich diversity of our campus use our services receives respectful treatment. As one of the most diverse campuses in the country, we have a particular responsibility and opportunity to promote and live up to these convictions.

CAPS values the diversity among its staff and within the University of Houston community. We share the high value placed by the professional ethics and standards of the various mental health disciplines represented at CAPS on the dignity and worth of the individual. We seek to promote awareness of and sensitivity toward differences in gender, ethnicity, culture, race, sexual-affectional orientation, age, physical and mental abilities, religious/spiritual beliefs, class, socioeconomic status, as well as other types of diversity. All staff members at CAPS affirm their respect for the dignity and worth of each individual who seek services here and strive for the preservation and protection of fundamental human rights.

We recognize that issues related to diversity influence other typical developmental processes such as relationships, identity development, acculturation, the maintenance of stereotypes, the concept of oppression, the behaviors of discrimination, and the beliefs of prejudice. Consequently, the CAPS staff members regularly address issues of diversity with students, faculty and staff, through training, programming and consultation, and staff development. Our goal is the acceptance and celebration of differences rather than mere tolerance. Through these efforts, we hope to create and maintain an environment free from bias and harassment, and through mutual respect and trust explore our attitudes, beliefs, values, and behaviors that will ultimately contribute to the growth and development of each member of the University of Houston community.

A full list of CAPS agency staff and trainees is available here. The following psychologists and post-doctoral fellows are directly involved in providing CAPS internship training:

Administrative Staff
Norma Ngo, Psy.D. Interim Director	Degree: Clinical Psychology, Illinois School of Professional Psychology Areas of Interest: Clinical Policy & Practice, Multicultural/Diversity Issues, Couples Counseling, Anger Management, Trauma, Organizational psychology, Personnel selection, Veterans Issues
Kimberly A. James, Ph.D. Outreach Director	Degree: Counseling Psychology, State University of New York at Buffalo Areas of Interest: Preventative & Developmental Philosophies of Outreach & Consultation, Organizational Management, Supervision/Training, Multicultural/Diversity Issues, Body Image, Depression, Design Psychology and Interpersonal Psychotherapy
Cecilia Sun, Ph.D. Training Director	Degree: Counseling Psychology, State University of New York at Buffalo Areas of Interest: Supervision/Training, Multicultural and GLBT Identities, Interpersonal Psychotherapy, Sexual Violence Prevention and Treatment, Technology

Senior Staff Clinicians
Jo Ann Formby, Psy.D. Psychologist I	Degree: Clinical Psychology, Rosemead School of Psychology Areas of Interest: Treatment of Mood Disorders and Anxiety Disorders, Relaxation Techniques, Chronic Illness and Disability, Women's Issues, Spiritual Issues, Group Psychotherapy
Brent Lane, Ph.D. Psychologist II	Degree: Counseling Psychology, Texas A&M University Areas of Interest: Supervision & Training, Grief & Loss, Relaxation Techniques for Anxiety, Interpersonal Approaches to Psychotherapy, Technology, and Assessment
Jennifer Norten, Ph.D. Psychologist I	Degree: Clinical Psychology, University of North Carolina at Chapel Hill Areas of Interest: Treatment of Depression and Anxiety, Stress-Management and Relaxation Techniques, Cognitive-Behavioral Therapy, Women’s Issues, Couples Counseling, Sexual Dysfunctions, Coping with Chronic Medical Illness, Health Behaviors, Grief and Loss
Christopher Scott, Ph.D. Psychologist I	Degree: Counseling Psychology, University of Missouri-Columbia Areas of Interest: Group Psychotherapy, Cognitive Behavioral Therapy, Depression and Anxiety Disorders, Stress Management, Career Development Concerns, Supervision and Training
Thusnelda M. Valdes, Ed.D. Psychologist II	Degree: Counseling Psychology, University of Houston Areas of Interest: Multicultural Counseling, Hypnotherapy, Assessment, Learning Disabilities, ADHD

Postdoctoral Fellows 2009-2010
A. Chantelle Pseekos, Ph.D. Multicultural Postdoctoral Fellow	Degree: Counseling Psychology, The University of Southern Mississippi Areas of Interest: Multicultural/Diversity Issues, Administration, Addressing Stereotypes and Anger Concerns, Anxiety Disorders, Outreach, Consultation, Supervision
Kate Shaw, Psy.D. Clinical/Assessment Postdoctoral Fellow	Degree: Clinical Psychology, Virginia Consortium Program in Clinical Psychology Areas of Interest: Sexual dysfunction, GLBT issues, trauma, couple's therapy, anxiety disorders, multicultural issues

The University of Houston Counseling and Psychological Services internship program philosophically supports the development of well-rounded, generalist psychologists. There is no prevailing theoretical orientation among the staff at CAPS, and thus no expectation that an intern will have to adhere to any particular orientation to be successful here. Instead we strive to support and engender in the intern a wide repertoire of skills, simultaneously incorporating both breadth and depth. We believe that the complex array of concerns that exist within this diverse university community can best be met by a generalist psychologist who has at his/her disposal a wide range of conceptual tools and interventions. Our overall goal is to train competent, multiculturally aware, ethical and professional psychologists who have acquired the knowledge, skills and perspectives of professional practice that can be applied in a variety of psychology employment settings.

CAPS internship training is guided by several principles:
Developmental Model	Interns have attained basic skills from their academic training programs and are here as "psychologists-in-training" practicing under intensive supervision. It is important to meet interns where they are developmentally in each clinical and professional skill area, and provide them with both appropriate support and challenge. Interns are expected to progress in their skill development over the course of the year, and concomitantly to be given more responsibility and autonomy.
Apprenticeship	Interns are treated as members of the CAPS professional team; this implies a parity of status in terms of working collaboration and respect. Interns’ input regarding CAPS operations and the internship program are actively and regularly solicited by the staff. As less experienced professionals, they are provided with the necessary training, supervision and mentoring to develop personally and professionally. Staff interact with interns both formally, through supervision and other training activities, and informally, through an open door policy that promotes a productive working alliance between staff and interns.
Didactic and Experiential Learning	We believe that competent psychologists integrate knowledge of clinical theory and applied research into their practice, and are open to lifelong continuing education which blends intellectual and experiential learning. Therefore, the internship presents regular opportunities for discussion of theory, empirically supported treatments, and suggestions for reading. Staff share knowledge with interns via both didactic and experiential interactions, e.g., seminars, co-therapy, supervision and consultation, and interns are encouraged to formulate and evaluate their own clinical hypotheses. Interns are taught the importance of becoming lifelong learners.
Sensitivity to Diversity	We believe that multiculturally aware psychologists understand the impact of cultural issues and individual differences on their therapeutic and professional relationships, and continuously explore their own beliefs and assumptions regarding diversity. Therefore, the internship presents regular opportunities not only for reading and discussing professional literature related to diversity, but for engaging in facilitated exploration and "stretching" of one’s multicultural lens.
Ethical Conduct and Professionalism	We believe that ethical psychologists who conduct themselves professionally have awareness of ethical/legal/professional standards of practice and the ability to work collaboratively within systems. Therefore, the internship presents ongoing opportunities for learning and applying professional standards, and interns receive regular feedback regarding their professional interactions.
Professional Identity Development	Internship training is not just about the acquisition of skills, nor merely learning how to apply theory. At the highest level, the purpose of the internship experience is to encourage the establishment of professional identity. We believe that professional identity as a psychologist requires awareness of ethical/legal/professional standards of practice, the ability to work collaboratively within systems, and continuous development regarding one’s areas of competence and professional interests. Therefore, the internship presents ongoing opportunities for learning and applying professional standards, and interns receive regular feedback regarding their professional interactions. As interns become increasingly aware of their strengths and limitations, they develop the ability to function at increasing levels of autonomy, confidence and self-initiative, making the transition from intern to professional colleague.

Goal 1. Competence in General Psychology Practice

Objective: To provide training and opportunities for skill development in the areas of intake interviews, individual therapy, group therapy, crisis intervention, assessment, outreach and consultation, and supervision.

1. To demonstrate core clinical interviewing skills
2. To demonstrate an appropriate working multiaxial diagnosis
3. To demonstrate treatment recommendation and referral skills
4. To demonstrate clinical documentation skills

1. To demonstrate core therapeutic and intervention skills
2. To demonstrate case conceptualization skills
3. To demonstrate treatment planning and evaluation skills
4. To demonstrate awareness of personal style and use of self in counseling
5. To demonstrate clinical documentation skills

1. To demonstrate core group facilitation and intervention skills
2. To demonstrate conceptualization skills regarding group stages and group process
3. To demonstrate treatment planning and evaluation skills
4. To demonstrate awareness of co-facilitation style and use of self in group
5. To demonstrate clinical documentation skills

1. To demonstrate skills in the assessment of crisis situations
2. To demonstrate crisis intervention and crisis management skills
3. To demonstrate consultation skills in crisis situations
4. To demonstrate clinical documentation skills

1. To demonstrate skills in instrument selection, administration and scoring
2. To demonstrate skills in learning disabilities, ADHD, personality, and career assessment
3. To demonstrate skills in writing assessment reports and providing feedback

1. To demonstrate skills in designing outreach programs for diverse populations
2. To demonstrate skills in delivering outreach programs
3. To demonstrate skills in providing consultation

1. To demonstrate knowledge of supervision theory and techniques
2. To demonstrate clinical supervision skills
3. To demonstrate evaluation and feedback skills regarding oneself and supervisees

Goal 2: Sensitivity to Diversity

Objective: To promote the development of the intern’s knowledge, awareness and skills in working with diverse clients and colleagues.

1. To demonstrate sensitivity to culture, ethnicity, nationality, gender, sexual orientation, disability, religion, age, size and other aspects of human diversity in therapeutic and professional relationships
2. To demonstrate knowledge and skills in providing psychological services to diverse populations
3. To demonstrate awareness of one’s own attitudes and limitations regarding diversity

Goal 3: Ethical Conduct and Professionalism

Objective: To facilitate the development of interns’ ethical behavior, professionalism, and sensitivity to ethical and legal issues.

1. To demonstrate knowledge and application of ethical and legal standards of practice
2. To demonstrate knowledge and understanding of professional conduct
3. To demonstrate recognition of one’s own strengths and limitations related to professional practice
4. To demonstrate awareness of how to function as a member of a professional team

Goal 4: Professional Identity Development

Objective: To foster the development of the intern’s professional identity as a psychologist.

1. To demonstrate increased autonomy and confidence in handling the array of situations commonly faced by a practicing psychologist
2. To demonstrate integration of science into practice and interest in continuing education
3. To develop additional areas of interest and skill as a psychologist, such as couples therapy, program development / evaluation, teaching, or working with a particular disorder
4. To develop knowledge of the psychology job market and licensure issues

High quality, intensive supervision is the cornerstone of our training program. The quality of the training program rests not only upon the opportunity to participate in a variety of professional activities, but also upon the certainty that each activity will be processed. In this context, to process is to review events in a reflective, exploratory manner with the intent of putting judgments and behaviors into an integrated frame of reference. Supervision is an enabling process which helps the intern to assimilate experience, and leads to the development of professional identity.

Professional training can be a stressful experience, and we believe that interns will best assimilate their learning if they are given support, close monitoring of their experience, and as much autonomy as appears appropriate. There is a developmental orientation to the internship, and the supervisor will provide explanation, demonstrate skills, and observe the intern in a context which both supports and challenges him or her as the situation merits.

There exists a variety of techniques by which interns may be supervised. Supervisors read case notes and test reports, listen to the supervisee describe the process that occurred with a client or clients, review video or audio recordings of sessions, and/or participate as co-therapists. Each mode brings more data and greater immediacy and is thus a more satisfactory means of supervision. A blend of these supervision techniques is seen as desirable.

Cohort supervision is also provided for interns, with an emphasis on shared conceptualization, treatment planning and professional development. In the spring semester, interns meet together for supervision of supervision. Interns also participate in monthly psychiatry training meetings and periodic group therapy case conferences in addition to weekly seminars, all of which present interns with regular opportunities for discussion of theory, empirically supported practice, and psychological literature.

CAPS houses 19 individual offices, two group rooms and a conference room. Each intern has his/her own office and is provided a networked computer with scheduling, record keeping, e-mail, Internet, word processing, and digital video recording capabilities. Audio taping equipment, soundproofing white noise machines, and panic buttons are also provided in each office. Intern offices have telephones with electronic voicemail and long distance service. Interns have access to a laser printer/photocopier, color printer, fax machine, testing computer, scanner, laptop computer, and portable projector. CAPS maintains a library of books and videos/DVDs, and a television and videotape/DVD player. Interns have access to clerical and technical support from the front office staff and a LAN Administrator. University library holdings and computer services are also available to interns.

A standard core training program is required of all interns. An intern’s typical week involves a minimum of 21 scheduled direct client contact hours, 4 hours of supervision, 4 hours of seminars / case conference / psychiatry training, 9 hours of indirect service / preparation time, and a 1.5 hour biweekly staff meeting. In the Spring semester, most interns also provide an hour of supervision to a practicum student. Recurring but not weekly activities include outreach, consultation, and after-hours crisis duty.

The 21 scheduled direct client contact hours are comprised of: 3 hours of intake duty, 1 hour walk-in crisis duty, 15 hours of individual therapy and/or assessment, 2 hours co-leading a group. A 4 hour per week external or internal rotation in an area of the intern’s interest is also required for one semester and counts within the 15 scheduled therapy and/or assessment hours.

Interns frequently also choose to conduct couples therapy (within the 15 scheduled client contact hours), and as available, provide supervision to a practicum student in the Spring semester (1 additional hour).

Weekly supervision is comprised of a minimum of 2 hours of individual supervision, 1 hour of cohort supervision, 30 minutes of group therapy supervision, and 30 minutes of assessment supervision. Cohort supervision is replaced by 1.5 hours of supervision of supervision during the Spring semester. Interns may also receive additional case supervision, outreach supervision, rotation supervision, or intern project supervision by a staff member other than their primary supervisor.

Weekly seminars are comprised of a 2 hour training seminar (Clinical & Professional Issues or Multicultural Seminar) and a 1 hour assessment seminar. Several times each semester, interns also attend psychiatry trainings and group therapy case conferences. As well, interns attend local seminars/networking events for psychology interns sponsored by CHATS (Council of Houston Area Training Sites) 7-8 times per year.

An additional 9 hours per week are provided for paperwork and administrative responsibilities, intern project, case review, preparation time, research, professional development, or other duties as assigned.

Interns average 40-43 hours per week, with some weeks requiring longer hours due to the service demand fluctuations of the university schedule. Some weeks may also include scheduled evening hours for clinical or outreach activities. While there are also less busy weeks, interns are required to be in the office 40 hours per week.

The following is a sample work week which may vary by semester or according to the agency’s or intern's needs or preferences:

Sample Intern Weekly Schedule
Activity	Estimated Weekly Time
	Fall	Spring	Summer
Intakes	3	3	3
Crisis hold slot	1	1	1
Individual / couples therapy clients	15	15	16
Assessment clients (1-3 hours, part of 15 hours individual client time)
Rotation (4 hours/1 semester; part of 15 hours individual client time)
Group therapy	2	2	2
Possible supervision of practicum student (Spring)	0	1	0
After-Hours Pager Duty (Spring/Summer)
Direct Service Hours	21	22	22
Case management, test scoring, paperwork	6	6	6
Case review and preparation	1	1	1
Outreach preparation or delivery	1	1	1
Intern project, seminar readings	1	1	1
Supervision planning (Spring)	0	1	0
Indirect Service and Preparation Hours	9	10	9
Intern support	1	1	1
Individual supervision	2	2	2
Cohort supervision (Fall and Summer)	1	0	1
Supervision of Supervision (Spring, 1.5 hours) replaces Cohort Sup	0	1.5	0
Group therapy supervision	0.5	0.5	0.5
Psychiatry Training Meeting (monthly, 1 hour, Fall/Spring)	0.25	0.25	0
Assessment seminar (Fall/Spring)	1	1	0
Clinical/Professional Issues seminar	2	2	2
Multicultural seminar (Fall/Spring) alternates with CPI seminar
CHATS, intern conference (professional development time)
Training Activities	8.25	8.75	7
CAPS staff meeting	1.5	1.5	1.5
Agency Meetings	1.5	1.5	1.5
Estimated Total Hours	39.75	42.25	39.5

Orientation

Interns participate in an extensive orientation during their first week at CAPS. The orientation covers all major services, policies and procedures of the agency. Tours of affiliated departments are provided over the first few weeks. The training program is reviewed in detail, acquainting interns with their assignments and options for the year. Time is built in to allow relationship-building with each other as a cohort, and with other staff with whom they will be working. Interns also attend the mandatory University of Houston orientation session for new employees, typically on the first Monday of the internship.

Experiential Learning Activities

1. Intakes
   Each intern is required to schedule 3 intake hours per week and one additional timeslot to be added temporarily during defined periods of high service demand at the agency. Intakes consist of a 50 minute intake interview during which the clinician assesses the nature of the presenting concerns, determines the urgency and appropriate level of intervention, and refers the student to the appropriate service(s) at CAPS or an external agency. Senior staff will train interns on intake procedures. Once readiness is determined, interns become the primary clinician on intakes.
2. Individual Therapy
   CAPS provides strong training in psychotherapy skills. Interns schedule 15 individual (and/or couples, if of interest) clients per week. All sessions are video recorded. Interns are able to build caseloads that are diverse both in terms of client concerns and client demographics. As mentioned previously, there is no prevailing theoretical orientation at CAPS. We strive to provide training that the intern can integrate into his/her own therapeutic style.
3. Group Therapy
   Group therapy plays a prominent role in service delivery to clients and in the training of interns. Interns co-facilitate at least one general interpersonal process group each semester. Interns particularly interested in leading groups may choose to emphasize this area. A developmental progression of group experiences is provided to interns. In the Fall semester, each intern co-facilitates with a senior staff member who serves as the group supervisor. As the necessary group skills are demonstrated, an intern may co-facilitate with another intern, or serve as the senior co-facilitator with a practicum trainee.
4. Couples Therapy (optional)
   Conducting couples therapy is not a required component of the internship. Given a student population in which a significant portion of students are married or partnered however, couples therapy is a significant component of the direct service provided by the CAPS staff. Interns who are interested in couples therapy have ample opportunities to gain experience here. Utilizing staff and trainees as co-therapists is the primary model employed at CAPS for training in couples therapy.
5. Psychological Assessment
   Each intern conducts, under supervision, a minimum of seven integrated psychological reports, including assessments of cognitive/learning disorders, attentional disorders, personality, and vocational issues. Prior experience is required with WAIS IV, and the MMPI or PAI.
6. Rotation
   Beyond the generalist training experiences provided at CAPS, interns are encouraged to round out their professional repertoire by gaining exposure to a specific area of professional interest via a brief rotation (four hours per week for one semester). Interns may be interested in seeking experience with a specific client population (e.g., children, couples, families), a particular clinical focus (e.g., eating disorders, GLBT, Asian-Americans, forensic work) or a modality of treatment (e.g., co-therapy, group, psychoeducation, crisis intervention, supervision). The rotation may take place off campus at a mental health service agency that has been visited and approved by the Training Director. There must be an on-site supervisor who is a licensed mental health practitioner. The rotation may also take place on campus, either at CAPS or in another department. The four hours count toward weekly direct service time.
   
   Given the variety of mental health services available in the Houston area, CAPS interns have completed external rotations at hospitals, forensic settings, community clinics, faith-based outreach organizations, private practice, and educational institutions. The number of CAPS community partnerships grows each year, as interns are not restricted to rotations only at established sites. In-house rotations have included focused work on group therapy, outreach, assessment, training coordination, and administration. UH campus partners have offered opportunities for peer educator training, program development and evaluation, study skills counseling, research, and career development.
7. Provision of Supervision
   During the Spring semester of internship, each qualified intern may be assigned as the primary supervisor for a practicum trainee. The supervisee is typically a masters or doctoral student in Counseling or Clinical Psychology. All supervision sessions are to be video recorded.
8. Crisis intervention
   Interns receive crisis intervention training during orientation and are responsible for covering 1 crisis hour each week beginning in the Fall semester. Interns begin crisis hour coverage once they are approved to conduct intakes on their own. Interns may also encounter crises involving intake clients or clients on their own caseloads, or may have opportunities to accompany senior staff on crisis calls. In the Spring and Summer semesters, interns are included in the after-hours crisis pager rotation. Supervisors must always be informed and consulted when crises arise.

Indirect Service and Preparation Activities

1. Outreach and Consultation
   During orientation, interns receive training in designing and delivering effective presentations and workshops. Trainees are required to complete at least 2 scheduled workshops per semester on various topics. Interns are also expected to coordinate a full-day campus outreach event, such as Depression Screening Day. Interns also receive training in consultation. They act as liaisons to the campus residence halls, and have the opportunity to work along side staff members in the delivery of consultation and outreach services to the university community. Consultation with the UH community involves evaluating situations and supporting the intervention of UH faculty and staff in reported situations to manage difficult situations with students effectively, i.e., traumatic events, grief debriefing, etc.).
2. Case Management, Paperwork
   Regular time (average 6 hours per week) is allocated for interns to write case notes, score tests, write reports, return phone calls, contact other treatment providers, talk to other staff about policies/procedures, etc.
3. Supervision Preparation and Planning
   One hour per week is allocated for interns to review their recorded clinical work, consult, read articles, and prepare for supervision. If an intern is supervising a practicum student, an additional hour per week is allocated for review of their supervisee's recordings, notes, and other supervision preparation.
4. Intern Project and Other Research
   Interns are required to produce an intern project during the year. The project should have a non-service focus, instead emphasizing the development of skills involved in program development, marketing, administration, or evaluation. There is an expectation that the project will yield a permanent product such as a publication/presentation, a manual for program implementation, or a set of audio/visual materials - something that can be used long after the intern leaves.
   
   Support for dissertation and other research is available in the form of staff consultation, computer facilities, and the opportunity to request professional development time for dissertation work. CAPS also engages in outcome research and program evaluation, in which interns can participate if of interest.

Training Activities

1. Intern Support
   Interns meet for one hour weekly throughout the year without staff for support and to process their internship experience.
2. Individual Supervision
   Each intern receives two hours per week of regularly scheduled supervision from a licensed psychologist. Additional unscheduled supervision and consultation with the supervisor and other staff members is available and encouraged. Although individual supervision may focus primarily on an intern's clinical skills and practical applications of theory, regular consideration of ethics and professional identity issues are seen as valuable. Individual supervisors change in the Spring semester (and can be changed again in the Summer) so that interns will have an opportunity to experience different supervisory styles.
3. Cohort Supervision
   Interns meet as a cohort with a staff member for 1 hour each week to discuss selected client cases and professional development issues. Video recordings are shared and feedback is provided by the facilitator and intern colleagues.
4. Intake Supervision (time limited)
   Interns are paired with one or more intake supervisors at the beginning of the fall semester. Interns first observe their intake supervisors conducting intakes to learn the CAPS intake system, and then are observed by their intake supervisors. Interns receive supervision from their intake supervisors following each intake. Interns are expected to conduct intakes on their own after having been observed twice performing all intake skills satisfactorily. For interns, this is expected to occur within the first three weeks of internship. Formal intake supervision ends at that time.
5. Group Therapy Supervision
   Interns are assigned as co-facilitators with senior staff who serve as group therapy supervisors. Practicum trainees are assigned as group process observers. The co-facilitators and the process observer comprise the group facilitation team. The facilitation team is expected to meet for 30 minutes each week (typically after each session to debrief and discuss the group dynamics, and/or before each session to set up and plan). In addition to weekly supervision provided by the group supervisor, interns participate in a regularly scheduled Group Therapy Case Conference.
6. Couples Therapy Supervision
   Following completion of the couples training seminar, an intern may conduct individual intakes for members of a couple, and see that couple as part of a co-therapy team with their primary supervisor. Supervision of couples cases will occur within the 2 hours of weekly supervision the intern receives from the primary supervisor. In instances where interns constitute the co-therapy team or where an intern is working alone, supervision is provided to the individual or team by a senior staff member.
7. Supervision of Supervision
   When serving as supervisors to practicum trainees (typically in the Spring semester), CAPS interns meet as a group for 1.5 hours each week with a staff member for Supervision of Supervision. Part didactic and part experiential, these meetings cover supervision theory and techniques and provide supervision of the interns’ clinical supervision work.
8. Assessment Seminar
   Interns attend a weekly 1 hour Assessment Seminar that is developmentally sequenced in terms of content and format. Among the emphasized topics are career testing, personality assessment, learning disabilities assessment, ADHD assessment, psychodiagnostics, forensic assessment, and multicultural assessment. The Assessment Seminar facilitator also offers an additional 30 minutes – 1 hour supervision of assessments to the seminar participants, providing support and guidance for assessment activities in a structured way. In the 2nd semester, interns use the seminar for case presentations, supervision around clinical testing cases, and assistance with report writing.
9. Clinical and Professional Issues Seminar
   Interns attend a 2-hour seminar that is developmentally sequenced both in terms of content and trainee responsibility. Among the emphasized topics in the Fall semester are professionalism, ethical and legal standards, crisis intervention, group therapy, couples therapy, and substance abuse; in the Spring semester, more advanced ethical decisionmaking topics including sexual attraction in psychotherapy, working with specific disorders, job search, and professional identity issues are prioritized. Interns are responsible for scheduling seminar presenters in the second semester. Guest presenters from within CAPS, from the campus community, and from the metropolitan area enrich the training experience.
10. Multicultural Seminar
    Alternating with the Clinical Professional Issues seminar, interns attend a 2-hour Multicultural Seminar that is largely experiential. The seminar focuses on creating a safe space in which to continue one's personal and professional growth around diversity. Interns are expected to “stretch” themselves here. In the Spring semester, interns each facilitate the seminar around a topic of their choice. Two multicultural retreats are planned for the internship year.
11. Staff Meetings
    Interns participate together with senior staff in biweekly 1.5 hour staff meetings. The meetings provide an opportunity for input regarding the operation of CAPS. Occasionally, guests are invited to provide information to the staff.
12. Psychiatry
    Psychiatry staff from the Student Health Center meet with CAPS trainees monthly throughout the year to discuss medications for treatment of various diagnoses.
13. CHATS
    Interns are expected to attend Council of Houston Area Training Sites (CHATS) meetings 7-8 times per year, for topical seminars and networking. CHATS is comprised of the APA-accredited internship training programs in Houston—currently, Baylor College of Medicine, Houston Independent School District, Cypress-Fairbanks Independent School District, Texas Children’s Hospital, VA Medical Center, and CAPS.
14. Professional Development / Release Time
    CAPS maintains an active interest in professional development. Interns may request release time for dissertation meetings, job search activities, and conferences.
15. Conferences
    Interns are pre-approved to attend the annual Texas Association of Counseling Centers Intern Conference (typically 2 days in the spring semester).
16. Intern Selection
    All interns are involved in intern selection for the coming year. Interns rate applications and participate on interview teams, and are available to provide informal information to applicants. The selection process takes place from mid-November to mid-January.
17. Evaluation and Feedback
    Interns and their supervisors are involved in mutual formal and informal evaluations throughout the year. They are encouraged to discuss goals for supervision, progress being made toward those goals and areas of supervision needing attention. Each evaluation period, supervisors and interns complete a formal written evaluation of each other and the supervisory experience. Interns are also asked to evaluate the training program itself. Information gathered from evaluations is used to assess interns' progress and to make needed changes in the supervision process and/or the internship program.

The internship requires a minimum of 2000 hours for completion; at least 25% of these hours must be spent in direct service. For each internship goal (competence in general psychology practice, sensitivity to diversity, ethical conduct and professional behavior, and professional identity development), interns must achieve the passing score for every skill (4 on a 6 point scale) by the end of the internship year.

The internship appointment period is from August 16, 2010 to August 15, 2011, and carries a stipend of $24,134 for 12 months. Interns receive their salary in monthly increments on the first working day of each month. A criminal history background check will be performed for each intern matched to our program. Final internship offers for matched applicants are contingent upon successfully passing these background checks.

Interns are full-time (40 hours per week), benefits-eligible university employees. Interns are provided with the same basic benefits as other University of Houston staff, currently:

Sick Leave	accrued at a rate of 8 hours per month (totaling 13 days for "13 months" of employment - August to August)
Vacation Leave	accrued at a rate of 8 hours per month (totaling 13 days for "13 months" of employment - August to August). Interns are expected to use all of their vacation time during the internship year. Five of those days must be taken on the last five working days of the internship.
University Holidays	approximately 14 days annually
Basic Health Insurance: N.B.	this coverage becomes effective the first day of the month after 90 days from the date of hire.
Basic Life Insurance: N.B.	this coverage becomes effective the first day of the month after 90 days from the date of hire.
Teacher Retirement System of Texas	participation in this retirement plan is required (employee contributions can be withdrawn at the end of internship)
Social Security	required participation
More information about UH employee benefits is available at http://www.uh.edu/admin/hr

Interns are eligible to participate in the following optional insurance programs at their own expense:

• Medical Coverage for Dependents
• Dental
• Term Life
• Dependent Life
• Long-term Disability
• Accidental Death and Dismemberment
• Flex Health Care Reimbursement
• Flex Dependent Care Reimbursement

Interns can also purchase the following at applicable university rates:

• Staff Parking Permit
• Membership at the Campus Recreation Center

Interns may also be approved for up to 24 hours of Professional Development Time by request, for dissertation preparation or defense, job interviews and professional conferences.

Qualifications of Applicants

• Applicants must be enrolled in an APA or CPA accredited doctoral program in Counseling or Clinical Psychology and have completed a minimum of 3 years of graduate training.
• Applicants must have a minimum of 400 Intervention and Assessment Hours (i.e., supervised direct client contact) at time of application in November. These may include Masters practicum hours.
• Applicants must pass all doctoral comprehensive examinations by the APPIC Match ranking deadline.
• Applicants must have their dissertation proposal approved by the APPIC Match ranking deadline.
• Applicants must complete all appropriate coursework prior to beginning the internship.
• Applicants must have assessment administration, scoring, and interpretation experience with the WAIS III or IV, and the MMPI or PAI. Integrated report writing experience with these instruments is preferred.

Intern selection is based on degree of fit. We look for interns whose interests and goals are consistent with our training philosophy and the experiences we can provide. We do not require prior practicum experience specifically in a university counseling center but applicants should have experience working with adults in an outpatient setting. Although we do not expect applicants to have had academic and practical training in all areas addressed by our training program, we do assign scores for coursework and supervised experience in group therapy, multicultural/diversity work, and assessment (cognitive, personality, and/or vocational). If those areas are met, experience with outreach and consultation, providing supervision, and/or couples therapy are a plus. Reviewers also evaluate the applicant’s level of clinical development, multicultural commitment, self-awareness, motivation for growth, professional conduct, and communication skills.

Application Procedures

Applicants must access the AAPI Online to create and submit their internship applications. Go to http://www.appic.org, and click on "AAPI Online". All materials must be complete and available for review online by November 6, 2009 at 5pm Central Standard Time. No paper application materials will be accepted. In order to be considered, applicants must submit / upload:

1. APPIC Application for Psychology Internship (AAPI) General Application
2. Cover Letter
3. Curriculum Vitae
4. Graduate transcripts
5. Three letters of recommendation -- two must be from practicum supervisors or other professionals who have observed and can comment on the applicant's clinical skills.
6. Coursework Summary Form, a brief supplemental form, available for download here in Microsoft Word beginning September 1, 2009. The completed form should be uploaded in the "Supplemental Materials" section.

If you have questions, please email the Training Director at cecilia.sun@mail.uh.edu.

Selection Process and Timeline

Internship applications are first reviewed by the Training Director. Applicants who do not meet the qualifications listed above, or who are not suited for our program are removed from consideration. The training staff and the current interns are then assigned the remaining applications to review and score; these scores are a primary factor in determining which applicants will be invited for interview. Interns are fully involved in the selection process and their input is considered in the final rankings.

All applicants will be notified by email of their application / interview status no later than December 15, 2009 at 5pm Central Standard Time. Applicants who are invited for an interview will have the option of being interviewed on site, by webcam video call (Skype), or by phone, according to the candidate’s preference. Interviews will take place from January 4 - 15, 2010, during CAPS weekday business hours (8am – 5pm Central Standard Time). The 90 minute interview will be comprised of: 50 minutes with a 2-3 person interview team, a 10 minute break, and 30 minutes with the Training Director. Interviewees who come in person will stay for an additional 30 minutes to visit informally with a current intern and take a short tour of the center.

The interviews are designed for the internship to further assess the candidate’s prior experience, case conceptualization and intervention skills, ethical decisionmaking, training goals, multicultural commitment, self-awareness, motivation for growth, professional conduct, interpersonal style, and communication skills. Following the interviews, the training staff and current interns meet again to discuss interview scores, and to determine final rankings.

All candidates are welcome to speak with current interns and staff at any time during this process. Following the interview day, except in rare cases when additional information is needed, CAPS staff and interns do not contact applicants. We also do not consider continued contact by applicants as a factor in our final rankings. Applicants should therefore feel free to contact CAPS if they have questions, but not feel obligated to do so.

Interns will be ranked and will rank sites according to the guidelines set by the APPIC Match. Rank Order Lists are due on February 3, 2010. Applicants will be informed as to whether or not they have been matched to an internship position on Friday, February 19, 2010. However, applicants will not be informed of the specific program to which they have been matched until APPIC Match Day, Monday, February 22, 2010. On this day, the results of the Match will be released to applicants and internship training directors. The APPIC Clearinghouse will also open on this date. Instructions and forms for the matching service can be found at http://www.natmatch.com/psychint.

The University of Houston Counseling and Psychological Services is a member of APPIC and follows APPIC guidelines and policies regarding internship offers and acceptances. Visit the APPIC web site (http://www.appic.org) for a copy of the current "APPIC Match Policies". This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant.

THE UNIVERSITY OF HOUSTON IS AN AFFIRMATIVE ACTION / EQUAL OPPORTUNITY EMPLOYER. Minorities, women, veterans and persons with disabilities are encouraged to apply.