APA Doctoral Internships
Doctoral Internships in Professional Psychology 2022-2023
The Counseling Center at the University of Pittsburgh offers four full-time, doctoral internships to graduate students in counseling and clinical psychology. The internships are accredited by the American Psychological Association.
The current internship year extends from August 7, 2022 to August 15, 2023.
The upcoming internship year extends from August 7, 2023 to August 6, 2024.
Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
|Address:||Office of Program Consultation and Accreditation American Psychological Association
750 1st Street, NE Washington, DC 20002
This internship site agrees to abide by all APPIC policies.
Please see below to learn more about our Doctoral Internship Training Program:
Dear Prospective Intern Applicant:
On behalf of the Training Committee and the entire staff of the University Counseling Center, thank you for your interest in our American Psychological Association accredited doctoral internship site.
Our internship program is based on a developmental-practitioner model of training that emphasizes creating an experience that will allow interns to grow from an identity based primarily on being a graduate student to an identity as an entry-level practitioner. This is accomplished through a program with developmentally graded experiences and training whereby interns work more autonomously as the year progresses. We start with a slow entrance to internship since there is so much acclimation occurring all at once.
Our program is proud of its long history and accreditation since 1987. Our client population represents the broad spectrum of presenting concerns/diagnoses and varies in race, ethnicity, nationality, sexual orientation, gender identity, gender, age, socio-economic class, physical ability, and religious affiliation. Our staff represents diversity along some of these same characteristics. Our training program and Counseling Center adheres to the Student Affairs anti-discrimination policy, which in turn is based on the University of Pittsburgh’s anti-discrimination and anti-harassment policy. In addition to the University’s anti-discrimination policy, incoming students are required to sign the Pitt Promise, which includes upholding the respectful and ethical treatment of those different from themselves.
As a Training Director, I value and recognize the importance of Professional Development that many interns have not had the opportunity to explore in training settings. It is my hope that discussing themes related to system dynamics, the impact of world events, and community/campus movements as clinicians will help interns more clearly understand not only what to look for as they interview for Post-Doctoral Fellowships or Senior Staff positions, but which work environments are a better fit for them.
Pittsburgh, with all of its little cultural neighborhoods, three rivers, unique history and small town flavor with a city feeling, is an exciting place to live! Many people are surprised by all that Pittsburgh has to offer, along with its affordability for a mid-sized city. If you are not familiar with Pittsburgh, please check out our section on the program’s setting with information about the various neighborhoods and attractions, University of Pittsburgh, and our Counseling Center.
I am often asked at interviews what qualities we are looking for in our interns. We are looking for a diverse group of interns who share our value of commitment to serving our student population and UCC work. We are also looking for individuals who can both celebrate their strengths and be open to examining and discussing their growing edges as psychologists in training. We are hoping to have adept interns who are energized about becoming part of our community and building strong relationships with each other within a fast-paced Center.
Our application deadline is November 11, 2022 at 11:59pm. At that time, all applicants will be thoroughly reviewed for compatibility between background, training goals, and available training opportunities. Candidates assessed to be most closely compatible with the opportunities available in our program will be invited to participate in a two-hour videoconference interview. Applicants who will be invited to interview will be notified by December 2, 2023. Interviews will be scheduled virtually during the week of December 19, 2023. Our Center abides by all APPIC policies regarding the sharing of any ranking information prior to the Uniform Notification Day.
Once again, thank you for your interest in the University of Pittsburgh Counseling Center Doctoral Internship Training Program. We are thrilled you are considering our Training Program. Please do not hesitate to contact me if you have questions about our site or the application process. I look forward to receiving your application materials. Best wishes as you enter the hectic process of applying for internship. Be sure to engage some self-care during this busy time!
Sean Moundas, PsyD
Assistant Director – Doctoral Psychology Training
The University of Pittsburgh is a state-related research university, founded as the Pittsburgh Academy in 1787. Pitt is a member of the Association of American Universities (AAU), which comprises 63 preeminent doctorate-granting research institutions in North America.
The mission of the University Counseling Center (UCC) is to provide high quality services and programs that foster the academic and personal development, as well as the psychological well-being, of Pitt’s diverse student body. From outreach and prevention to crisis intervention, the UCC is dedicated to supporting and empowering students to maximize their college experience and realize their fullest potential.
University Counseling Center Diversity Statement
The UCC is privileged to work with a diverse and talented student body. We understand that, while some facets of one’s identity are readily apparent, others may not be. We appreciate that students’ identities are diverse and intersecting, affecting how students perceive the world and experience relationships. We are attentive to the ways that society’s response to these identities may have important effects on students’ mental health.
Consistent with the University of Pittsburgh diversity policy, our mission as a Center is to provide a safe, inclusive, and affirming environment that allows all students to reach their therapeutic goals. As a team with our own diverse identities, we are committed to providing services that honor students’ unique needs, concerns, and personhoods. When receiving services at the UCC, a student’s identities interacts with their clinician’s identities in important ways that shape the therapeutic relationship and, in turn, a student’s sense of belonging, safety, and ability to be vulnerable in service of their goals. We understand that, to some students, working with a clinician that shares one or more of their identities is key to promoting a sense of safety. To others, it is important to work with a clinician whose identities are different from their own. When possible, we do our best to honor these requests in service of student growth.
The University of Pittsburgh Counseling Center (UCC) offers a full-time twelve-month professional psychology doctoral internship program. The internship program has full APA accreditation, first accredited in 1987 and most recently re-accredited in 2019 for 10 years. The most recent self-study was completed in March of 2019 and the APA site visit was completed in July of 2019.
The Doctoral Internship Training Program at the University of Pittsburgh UCC offers a developmental-practitioner model of training for interns that emphasizes our valuing of a developmental perspective in the formation of our professional identities as psychologists. The doctoral internship at the UCC is designed to build on the foundation of interns’ training in their academic programs. It is our belief that this is best accomplished through the establishment of strong mentoring relationships with practicing psychologists and professionals from other mental health disciplines who provide the interns with models of ethical practice and a strong professional identity. The internship is viewed as an apprenticeship, in which the interns learn through a combination of supervised practice, consultation, and observation of the practicing psychologists and other mental health professionals.
The internship program is designed to provide a broad-based training experience in a setting that is heavily oriented toward the direct delivery of mental health services. As colleagues-in-training, interns are actively involved in all UCC efforts to provide a wide range of mental health and consultation services to students, faculty and staff throughout the University.
The training aims of the UCC include nine areas of profession-wide competencies as outlined in the Standards of Accreditation. This internship in health service psychology uses a variety of training methods and aims to prepare interns for entry-level practice in all capacities of a professional psychologist within integrated and multidisciplinary university counseling center settings. The goals, objectives, and expected competencies of the internship program are as follows:
a) Independently critically evaluate and disseminate research or other scholarly activities (e.g., case conferences, presentations, publications) at the local (including the University of Pittsburgh), regional or national level
b) Integrate theory and research to inform your practice across all professional activities with a university counseling center setting
II. Ethical & Legal Standards:
a) Identify and act in accordance with ethical principles and legal issues based on local, state and national statutes and guidelines in your work as a psychologist
b) Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas
c) Conduct yourself in an ethical manner in all professional activities
III. Individual & Cultural Diversity:
a) Continually evaluate and understand how your own personal/cultural history, attitudes, and biases may affect how you understand and interact with people different from you
b) Demonstrate a current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation and service
c) Integrate your awareness and knowledge of individual and cultural differences in the conduct of professional roles, and independently apply frameworks for working effectively with areas of individual and cultural differences you have not previously encountered that may/may not create conflict with your own cultural values
IV. Professional Values, Attitudes, & Behaviors:
a) Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
b) Engage in self-reflection regarding your personal and professional functioning, as well as engage in activities to maintain and improve performance, well-being and professional effectiveness
c) Actively seek and demonstrate openness and responsiveness to feedback and supervision
d) Respond professionally in increasingly complex situations with a greater degree of independence
V. Communication & Interpersonal Skills:
a) Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services
b) Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated, as well as demonstrate a thorough grasp of professional language and concepts
c) Demonstrate effective interpersonal skills and an ability to manage difficult communication well
a) Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including considerations of client strengths and psychopathology
b) Understand human behavior within its context (e.g., family, social, societal and cultural)
c) Apply knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process
d) Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources (i.e., CCAPS, clinical interviews) and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient
e) Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective
f) Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a wide range of audiences
a) Establish and maintain effective relationships with the recipients of psychological services
b) Develop evidence-based intervention plans specific to the service delivery goals
c) Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables
d) Demonstrate the ability to apply the relevant research literature to clinical decision-making
e) Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking
f) Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation
VIII. Clinical Supervision:
a) Understand models of supervision; supervise, mentor and monitor Interns and others in the development of competence and skills in professional practice; and effectively evaluate those skills
b) Act as a role model maintaining responsibility for the activities you oversee
IX. Consultation & Interprofessional/Interdisciplinary Skills:
a) Intentionally collaborate with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities
b) Directly consult with individuals and their families, other healthcare/multidisciplinary professionals, interprofessional groups, or systems related to health and behavior
2021-2022 Training Seminars & Meetings Schedule
9– 10 AM, Alternating biweekly:
- Staff Meeting
- Consultation Teams
1 PM – 2 PM, Alternating biweekly:
- Wellness Center Consult
- 9 AM: Supervision of Supervision
- 10 AM: Culturally Responsive Care Seminar
- 11 AM: Clinical Skills Seminar
- Trainee Progress Review
- Professional Practice Seminar
- Outreach Seminar (monthly)
Interns at the UCC participate in a wide variety of activities including individual psychotherapy, relationship counseling, group therapy, and outreach; supervision and provision of supervision; as well as training seminars that reflect their roles as professionals-in-training. Interns are asked to take on increasing responsibility and independence as the year progresses in accordance with the training program’s developmental perspective.
The Weekly Activity Profile on the following page represents an intern’s average week, but interns’ actual schedules vary greatly depending on the time of the academic year, training rotations, and additional responsibilities. Generally, interns are expected to complete 20 hours of direct service work each week. Following the weekly profile is a brief description of each activity. Interns will receive more detailed information about these activities throughout their orientation period.
Weekly Intern Activity Profile
|Individual Psychotherapy and/or Relationship Counseling||10+||10+||10+|
|Group (GSG, Sup of Sup, MCC)||3||3||3|
|Group Supervision from Co-Facilitator||.5+||.5+||.5+|
|Providing to a Practicum Student||1||1||0|
|Professional Practice Seminar||1/month||1/month||1/month|
|Training Program Check-In||1/month||1/month||1/month|
|Wellness Center Consultation||2/month||2/month||2/month|
Individual Psychotherapy and/or Relationship Counseling
Interns will provide short-term individual and/or relationship counseling to a wide variety of clients throughout the internship year. While caseloads will vary throughout the year depending on other clinical activities (e.g., groups, outreach, day-call), interns are expected to complete at least 10 hours of individual psychotherapy and/or relationship counseling.
Interns will conduct clinical intakes for individual and/or relationship counseling and group therapy via or from Day Call, and at times based on student’s self-referral to group screening from UCC website. The number of initial consultations will vary by time of year and requests for UCC services. Interns will conduct clinical interviews, write up intake reports, make DSM-5 diagnoses as appropriate, and conduct ongoing assessment as they formulate conceptualizations of their clients’ concerns.
Interns are expected to co-facilitate at least one and up to three groups with a senior staff member throughout each semester during (fall, spring, and summer). Interns work closely with the Group Coordinator, their supervisors, and staff members leading groups to determine the number and types of groups in which they will be involved during each part of the year. Based on training rotations, interns will be required to co-facilitate particular groups. Responsibilities will include assisting the co-leader with planning and marketing the group, conducting pre-group interviews and screens, reviewing the group agreement forms, co-leading the group, and assisting the co-leader in documentation and evaluation of the group.
Interns will provide crisis services including screening for voluntary and involuntary hospitalization. As the year progresses, and while also considering an intern’s prior experience, the intern moves from handling urgent and emergent client contacts in ongoing coordination with the supervising psychologist to handling urgent and emergent client contacts autonomously with support from senior staff members for consultation and debriefing. Furthermore, interns will encounter urgent/emergency situations during the Day Call system to which they will be assigned one afternoon (3 hours) per week on which they and other staff members are responsible for drop-in screenings, and emergency contacts for that day. Within a multiculturally attuned framework, interns will work with clients to assess the nature and immediacy of the urgency/emergency and work with the client to determine what steps need to be taken.
The Counseling Center’s Outreach program, led by the Assistant Director - Outreach, is an integral part of the UCC’s services. Through the outreach program and from the perspective of cultural humility, the UCC provides wellness workshops and psychoeducational information to students, strengthens its ties with faculty and staff throughout the university community, and ensures that students are well-informed about its services from orientation through graduation. Interns play an important part in the Outreach program. They are expected to plan, deliver, and evaluate workshops and outreach programming. Interns are required to complete at least 40 hours of outreach during internship.
Supervision of Practicum Students
During the fall and spring semesters, interns will have the opportunity to supervise psychology practicum students from doctoral programs in the area. Interns have primary responsibility for individual supervision of practicum students throughout their practicum rotation at the UCC. Interns are supervised by a licensed senior staff member, as well as by two staff members in Supervision of Supervision seminar.
Individual supervision consists of two hours per week of clinical supervision throughout internship utilizing a primary or hybrid model of supervision. In the primary model, two hours are provided by a primary supervisor each week. In the hybrid model, one hour is provided by the intern's primary supervisor and the second hour by a different, delegated staff psychologist. While the primary model of supervision allows continuity and the opportunity to foster a deeper supervisory relationship, the hybrid model allows interns the opportunity to work with supervisors who have different theoretical orientations and supervisory styles. Generally, at the midway point of internship, interns begin working with new supervisors.
Supervision models and arrangements are determined by the Training Committee based on various factors including UCC staffing needs; Intern’s self-assessment, training goals and needs, and interpersonal style; and the supervisor’s professional competencies and interests, supervision style, theoretical orientation and clinical approach to treatment. Additionally, there may be instances where one Intern is being supervised through the primary model, while another Intern is being supervised through the hybrid model.
In the primary model of supervision, the primary supervisor provides two hours of individual supervision weekly and coordinates the intern's activities at the UCC with the Assistant Director - Doctoral Psychology Training. In the hybrid model of supervision, the intern's delegated supervisor provides one hour of individual supervision weekly, collaborates with the primary supervisor and defers overall decisions about the intern’s activities and administrative responsibilities to the primary supervisor. Both supervisors provide oral feedback to the intern from written evaluations and comment on the intern’s overall performance within the UCC. Lastly, Interns may be expected to maintain a client log at the discretion of their supervisors (individual and rotation) to assist in the supervisory process.
Group Supervision of Group Therapy (GSG)
In GSG, interns process their group sessions and roles as co-leaders. General group process and administrative issues are also discussed in the weekly supervision of groups meeting. During the first several weeks of the internship, didactic information on group counseling is discussed to help prepare the interns for their co-facilitator roles. Senior staff co-facilitators may attend when their intern co-facilitator presents their group. Senior staff leaders from other UCC groups also may attend the meetings to provide interns perspectives on their groups. GSG meets weekly throughout the internship year.
Supervision of Supervision
In Supervision of Supervision, Interns learn the Guidelines for Clinical Supervision in Health Service Psychology, as well as various models of supervision. Depending on the needs of the intern and practicum student cohorts, interns will supervise one student throughout both semesters, or engage in supervision with two practicum students, each for one half of the practicum rotation. In Supervision of Supervision, the interns present material from their work with practicum and discuss challenges they might encounter during various aspects of supervision provision.
Multicultural Case Conceptualization (MCC)
In MCC, interns have an opportunity to give and receive peer-supervision on cultural aspects of their individual cases. There are opportunities for both self-exploration and case presentations, with a focus on the intersectionality of identities and cultural humility. The goal of MCC is to conceptualize cases from various theoretical perspectives, to consider new ideas regarding intervention decisions, to heighten awareness of therapist reactions and experiences, and to evaluate diversity variables and the intersection of identities. Diversity variables discussed include, but are not limited to, age/generational influences; body type; physical, learning and other abilities; health/illnesses; race; ethnicity; nationality; culture/heritage; languages; religion/spirituality, socioeconomic status, education, and vocation; sexual orientation, behaviors and identity; gender identity and presentation; as well as relationship orientation. MCC focuses on stages of identity awareness from both majority and minority perspectives, and examines the implications these stages of identity development have for therapists and clients. Moreover, this seminar provides an opportunity to practice client presentation skills prior to the case presentations that interns are required to present to the staff; as such, this exercise helps interns prepare for clinical case presentations in a professional setting).
Training Seminars & Meetings
Wellness Center Consultation and Consultation Teams
There are two weekly consultation meetings, including the Wellness Center consultation meeting with psychiatrists from SHS; and the consultation team meeting that includes a small number of UCC staff who consult about their cases. These meetings occur on an alternating biweekly basis and provide an opportunity for interns to gain greater awareness of how multidisciplinary staff members work with clients, to develop skills in informal case presentation, as well as to learn how to seek and provide consultation and feedback.
Intake/Crisis/Urgency (ICU) Seminar
Learning how to effectively obtain and integrate clinical information from the initial interview into meaningful conceptualization and treatment planning is an important part of the internship experience. As part of the ICU Seminar, interns will be presented with a didactic introduction to the clinical interview and to common DSM-5 diagnostic categories for the college population. Interns will also have intensive training on crisis intervention skills and will be responsible for weekly Day Call service hours. Interns will also receive training on ethical issues that may arise during their initial contacts with clients and how to collaborate with providers in higher levels of care if intensive outpatient services or hospitalization is required.
Professional Practice Seminar
This seminar provides interns the opportunity to learn additional skills and competencies related to their clinical and professional work. UCC staff and invited guest speakers present on various clinical and professional topics related to the field of psychology. This seminar allows interns to learn about additional areas of practice as they continue to progress throughout their training and hone their clinical approach.
This seminar focuses on the theoretical understandings of outreach and its effectiveness within university settings, and provides Interns an opportunity to develop outreach programming from a multiculturally affirming perspective with individualized guidance. Interns will learn how to assess needs for program development, as well as to evaluate the efficacy of their outreach interventions.
Additional Intern Activities
The staff meeting, led by the Director of the UCC or Designee, is an important part of the training experience. Interns regularly attend staff meetings, which include an update on the various functions of the UCC. During this meeting, Interns have the opportunity to participate in the administrative functioning of a university counseling center. Interns are encouraged to feel empowered to share their ideas, current perspectives, and valuable past experiences.
Interns will be required to complete four professional presentations during the internship year to present to staff. These include a case conceptualization presentation (which will be planned and organized in MCC), two presentations on topics related to the intern’s primary rotations (which will be planned and organized with rotation supervisors), and the intern’s dissertation work (proposal or defense).
Interns will be required to complete two 6-month primary training rotations. Additionally, Interns can choose to complete an optional secondary rotation during the Fall and Spring semesters. Interns will rank their preference of training rotations and will be assigned them by the Training Committee. The Training Committee will equitably assign training rotations to all Interns to maximize training opportunities during the internship. Primary training rotations should account for at least 25% of all clinical work. While primary rotations vary in nature, most include a mix of individual, relationship (when applicable), and group therapy, outreach consultation, treatment teams, and committees. Based on the assigned rotation, each Intern’s responsibilities and schedule will vary greatly.
If an Intern elects to complete a secondary rotation, their schedules will vary depending on the responsibilities of the rotation. The Training Committee will work with the Intern and their Primary and Rotation Supervisors to determine the allocation of time for completing the rotation. Each rotation (primary and secondary) requires one hour of biweekly individual supervision with a delegated supervisor. Rotation supervisors will include licensed Staff Clinicians in the UCC. For each primary rotation, Interns will be required to complete a presentation on a topic related to the rotation to present to the staff.
This rotation will focus on providing support to the Career Center. Interns will provide career counseling services to students including the administration of career assessments. Additionally, Interns will engage in consultation meetings with Career Consultants. Moreover, in collaboration with the Clinical Liaison to the Career Center, Interns will help facilitate student referrals, provide outreach support, engage in program development, and participate in career programming with the Career Center to support the needs of students. Lastly, while all work with the career center will be considered outreach, only certain activities will be counted for the required 40 hours of outreach for the completion of internship (e.g., career programming).
This rotation will focus on providing crisis counseling to help students with coping and support during and after a major crisis. Interns will provide multiculturally attuned short-term therapy with a focus on achieving stability and safety, and determining appropriate resources and support. While on day-call, Interns will meet with students who present with crisis and urgent concerns. Additionally, Interns will be required to cover an additional shift of day-call during the week. Moreover, Interns will participate in related outreach including providing psychological first-aid and campus connect trainings. Lastly, Interns will have an opportunity to work with the Campus Crisis Support Team to provide campus-wide support in response to major events that occur on campus.
This rotation will focus on providing counseling services to students with eating and body image concerns through a multidisciplinary and multiculturally attuned approach. Interns will provide individual and/or group therapy to students who seek counseling services at the UCC and will provide referral services when a higher level of care is warranted. Additionally, Interns will provide outreach services including workshops for students with body image concerns. Moreover, Interns will participate on the Eating Disorder Treatment Team that includes a physician who specializes in the medical management of eating disorders, a registered dietitian with expertise in eating disorders, and clinicians that specialize in the psychological treatment of eating disorders.
This rotation will focus on providing counseling services to and regarding students in the LGBTQIA+ community through a multidisciplinary approach. Interns will work with students who are exploring intrapersonal and interpersonal aspects of their sexual or gender identity, the coming out process, or how their gender or sexuality intersects with other identities. Interns will also work with students from the LGBTQIA+ community seeking services for other mental health concerns, provided that they fit within the UCC scope of service. Additionally, Interns will participate on the Gender Affirmation Treatment Team that includes a physician that provides transgender health care, as well as clinicians that specialize in providing mental health, physical health, and dietetic treatment for transgender students. Moreover, Interns with serve as liaisons for the Rainbow Alliance and the Gender & Sexuality Living Learning Community. Lastly, Interns will have an opportunity to participate in the Allies Network Training that is designed to provide support to LGBTQIA+ students and employees.
This rotation will focus on providing counseling services to diverse students that belong to marginalized groups on campus. Interns will prioritize individual and group work with students to address concerns around race, ethnicity, religion, gender, sexuality, SES, varying abilities, and other marginalized identities that lead to experiences of prejudice, discrimination, oppression, racism, and/or violence. Moreover, Interns will participate on the Multicultural Care Team and the Student Affairs Diversity & Inclusion Committee. Lastly, Interns will participate in Let’s Talk consultation services in the Office of Cross-Cultural Leadership and Development, and the Global Hub.
This rotation will focus on providing campus outreach to the University of Pittsburgh community including students, staff, and faculty. From a multiculturally attuned perspective, outreach services provide preventative interventions to promote wellness across campus and to connect with students who may not seek out clinical services. Additionally, outreach services may include tabling events to provide information about the UCC or trainings to promote staff and faculty development. Moreover, Interns will have the opportunity to create outreach initiatives that are aligned with their clinical interests and training goals. Lastly, Interns who complete this rotation will be required to complete an additional 20 hours of outreach that does not include the required 40 hours of outreach for the completion of internship.
This rotation will focus on assisting students who wish to improve their relationship or a navigate a difficult relationship (this can include, but is not limited to, conflict resolution). Interns will provide relationship counseling to individuals who want help with issues such as gaining greater insight into themselves, each other and their relationship, repairing bonds, communication problems, sexual difficulties, infidelity, struggles relating to identity differences that are affecting the relationship, and ending or changing the nature of relationship. Interns will work with individuals of all gender identities, sexual orientations, and relationship orientations who are, or were, involved in an intimate partnership.
This rotation focuses on helping student-athletes achieve optimal performance by addressing a wide range of concerns including adjusting to college, enhancing athletic performance, relationship issues, disordered eating and body image concerns, academic challenges, increasing confidence, goal-setting, and related mental health concerns. Interns will work in collaboration with the Club Sports Program to provide support to student-athletes.
This rotation will focus on the treatment of problematic drug and alcohol use. Interns will have an opportunity to provide counseling services to students engaging in substance use including individual and group therapy. Additionally, Interns will co-facilitate the sanctuary group that is designed to provide students a nonjudgmental environment to explore their unhealthy relationship with drugs and alcohol. Moreover, Interns will participate on the Substance Use Treatment Team and provide AOD assessments for students. Lastly, Interns will participate in the PEAR (Personal Education, Assistance, and Referral) program, which are education services available to assist students in exploring the many aspects of alcohol use and personal decision-making. Additionally, Interns will participate in the Collegiate Recovery Program, which provides a safe, nurturing, and affirming environment where students in recovery from substance use can receive the assistance and support they need to achieve academic success and personal goals while in college.
This rotation will focus on providing treatment to students who are experiencing psychological trauma. Interns will provide counseling services to students who have experienced acute concerns related to psychological trauma and/or sexual misconduct, (i.e., rape/sexual assault, relationship violence, sexual harassment, and/or stalking) including individual and group therapy. Additionally, Interns will participate on the Trauma Treatment Team that includes clinicians who specialize in providing psychological treatment for trauma. Moreover, Interns will participate in the Sexual Harassment Assault Response and Education (SHARE) program, which is committed to prevention, education, and training on campus.
Behavioral Health Consultant
This rotation will focus on providing consultation services for the Wellness Center. In collaboration with the Associate Director - Clinical Services, Interns will provide consultation services and help coordinate care for students who are receiving services from Student Health Services (SHS). Additionally, Interns will participate in various multidisciplinary treatment teams including the Wellness Center Consultation Team, the Eating Disorder Treatment Team, and the Gender Affirmation Treatment Team. Moreover, Interns will participate in the Collegiate Recovery Program, which provides a safe, nurturing, and affirming environment where students in recovery from substance use can receive the assistance and support they need to achieve academic success and personal goals while in college. Lastly, Interns will provide Let’s Talk consultation services for SHS.
Disability Resource Services
This rotation will focus on providing support to the Office of Disability and Resource Services (DRS). In collaboration with the Clinical Liaison to the Office of DRS, Interns will help facilitate student referrals, provide outreach support, and engage in program development with the Office of DRS to support the needs of students. Additionally, Interns will have opportunities to work with students seeking accommodations.
Diversity and Inclusion Committee
This rotation will focus on provision of multiculturally-focused outreach, and diversity/inclusion-related professional and personal development opportunities. Interns will have an opportunity to participate on the Student Affairs Diversity & Inclusion Committee. This committee develops, plans, and executes training events for staff, faculty, and students, in order to foster cultural humility and promote an inclusive campus environment. The work on this committee will count toward the outreach requirement for the completion of internship.
This rotation will focus on providing counseling services in an embedded setting. In collaboration with UCC embedded clinicians, Interns will work with the Office of Residence Life to provide outreach support, and engage in program development to support the needs of students.
This rotation will focus on gaining administrative experience in a university counseling center. Interns will have an opportunity to work with the Director, Associate Director - Clinical Services and Assistant Director - Doctoral Psychology Training to learn about the administrative functions of a counseling center. Moreover, Interns will have an opportunity to participate in UCC committees and workgroups including Policy & Procedures, Digital Presence & Marketing, and the Innovation Team, among others.
Wellness & Resilience Course
This rotation will focus on providing support to the lead instructors for the Wellness & Resilience course. The Wellness & Resilience course is designed to teach students resilience skills in the face of commonly experienced stressors and difficulties. The course provides a personalized set of strategies and skills for self-care and optimizing the student’s academic and social experiences while at the University and beyond. Interns will have an opportunity to serve as Teaching Assistants for this course, which will include assisting in preparing and delivering lectures, and grading.
Philosophy of Evaluation
Training is an important process by which interns develop professional, personal and interpersonal skills to become psychologists. Interns are expected to progress toward attainment of the competencies outlined in Section II of this manual. In addition to the responsibility to provide feedback to students, trainers have monitoring responsibility to the profession and the public. This section discusses this necessary process of ongoing, formative feedback.
Evaluation is a continued, ongoing process with both informal and formal elements. The expectation of the Training Committee is that all staff who agree to provide training and supervision make a commitment to provide detailed oral and written feedback to interns and to other supervisors as appropriate. All trainers, including supervisors of individual counseling work, training rotation supervisors, group co-facilitators, seminar leaders, and outreach co-facilitators provide ongoing feedback to interns both individually and as a group. The interns will have two hours weekly of clinical individual supervision where they will be given informal verbal feedback on their performance throughout the year. The training program check-in meeting, led by members of the training committee, is held regularly to support the interns’ supervisors and other staff involved in training throughout the year. The primary supervisor relays information from these meetings as appropriate to support their supervisees. If the intern is struggling in any area, the intern and primary supervisor discuss concerns and decide on a plan for growth and direction. If problems persist, members of the Training Committee will be consulted with to provide guidance and future directions to support the Intern.
At the midway point and conclusion of the internship, interns receive written feedback from their individual clinical supervisors, and from seminar and group supervision leaders. Group co-facilitators provide written feedback at the conclusion of group each semester (Fall, Spring, and Summer). A written progress report is submitted to the intern’s graduate program along with copies of all evaluations at the midway point and conclusion of internship. If an intern and a supervisor disagree on any written evaluation, the intern may submit additional comments that are then placed in the intern file along with the evaluation.
Applicants must be doctoral candidates in counseling or clinical psychology programs. They must have completed all coursework, and comprehensive examinations. Applicants are strongly encouraged to have completed their dissertation proposal prior to the start of internship.
Preference will be given to applicants who as of November 11, 2022 (11:59 p.m., EST) have:
• Conducted over 400 hours of individual therapy with adult clients.
• Completed a practicum at a university counseling center by the end of the 2022-2023 academic year.
• Have successfully defended their dissertation proposal.
The application process occurs on-line. Please see the APPIC web site for more information. All of the application materials will be uploaded via the applicant portal on the APPIC website. We will not accept any paper materials. We require 3 letters of recommendation, at least one of which is from a clinical supervisor. We do not require any supplemental materials.
The University of Pittsburgh is an Equal Opportunity/Affirmative Action Employer.
Stipend and Benefits
The stipend for the internship placement will be approximately $35,600*. Interns will be eligible for benefits through University Human Resources including public transportation health insurance for self, spouse, domestic partner and children. For further information, please visit: More than Just a Job | Talent Center: Careers at Pitt | University of Pittsburgh. As well, interns will accrue time off per the University’s policies: Time Off | Human Resources | University of Pittsburgh, and have access to the on-line University Library System.
*Subject to change with each new budget year