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Training and Education

APA-accredited predoctoral internship

Welcome | APA Accreditation | Eligibility | Program Objectives and Training Philosophy | Training Activities | Sample Schedule | Evaluation | Stipend & Benefits | Application/Selection Procedures | APPIC Match | Current & Previous Interns | Top 10 Reasons | CCSD and UD Environment | Printable PDF Materials

Program Objectives and Training Philosophy

The purpose of the internship is to provide a comprehensive training experience.  A practitioner model focused upon clinical practice and service delivery guides the internship training program (Rodolfa, Kaslow, Stewart, Keilin, & Baker, 2005), with the goal of providing the professional skills necessary for independent functioning as a psychologist in a university or college counseling setting.  In this context, the program centers upon development of clinical competence, and training activities consistently explore research and theory as essential complements to all aspects of clinical practice.  Both theory and research are incorporated in seminars, professional development activities, case presentations, and supervision of clinical work.  The practitioner model allows attention to two primary, interrelated tasks, both of which CCSD staff understand as central to the internship.

The program views development, refinement, and integration of clinical skills in a variety of areas as one central task of internship.  Interns start internship with a foundation of didactic information and clinical skills from their academic training.  Internship provides an intensive opportunity to develop new skills (e.g., career counseling, providing supervision) and to apply familiar skills in increasingly sophisticated ways.  Staff value openness to learning, curiosity, flexibility in thinking, and a willingness to self-reflect as qualities that contribute to the growth associated with internship. At the end of internship, CCSD expects interns to demonstrate competencies in individual and group therapy, outreach, consultation, multicultural issues, supervision, and ethical issues.

A second, closely related task is the development of a more mature, integrated professional identity.  Internship represents an important transition from the role of graduate student to that of a professional psychologist, prepared for entry-level practice following internship.  CCSD supports interns’ growth via mentoring, discussion of professional identity development, and practical support (e.g, research time for dissertation-related work; funding and time for professional development activities.)  Interns gain specific exposure to the many roles and responsibilities of a psychologist in a counseling center setting, which provides a strong foundation for future work in a university setting.  This exposure occurs as interns serve with staff on internal administrative committees and participate in ongoing discussions about psychologists’ roles within the larger university community during staff meetings, seminars, and staff retreats.

The CCSD staff is highly committed to the internship program and to the achievement of excellence in the experience.  Staff provide regular, intensive supervision and training seminars to support and guide interns’ growth.  Some opportunities exist to individualize the program so that special needs or skills of the interns can be addressed or developed. At the completion of the internship, individuals will hopefully view the experience as a valuable capstone to their formal training in counseling and will be capable of assuming positions of responsibility within the field.

Rodolfa, E. R., Kaslow, N. J., Stewart, A. E., Keilin, W. G., & Baker, J.  (2005).  Internship training:  Do models really matter?  Professional Psychology:  Research and Practice, 36, 25 – 31.



Center for Counseling & Student Development
261 Perkins Student Center, Newark, DE 19716
Phone: 302-831-2141
Fax: 302-831-2148