JOHNS HOPKINS UNIVERSITY COUNSELING CENTER
PRE-DOCTORAL
INTERNSHIP IN PROFESSIONAL PSYCHOLOGY
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Located on the Homewood Campus in |
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The educational philosophy for the program is a practitioner-scholar model that emphasizes interns working in apprenticeship relationships with staff who value scientifically guided professional practice. Our model also stresses the viewpoint of internship training as a process through which interns develop not only the requisite knowledge and skills, but also the sense of professional identity necessary for becoming professional psychologists. The program additionally strives to prepare future psychologists who are knowledgeable and sensitive with regard to issues of diversity. |
The goals of the internship program are to develop and refine (1) comprehensive skills in professional psychology and (2) the professional identity as a psychologist. Practice skills emphasized include individual psychotherapy, intake assessment, crisis intervention, group work, consultation, outreach, and case management. There is also a focus on developing peer supervision and case consultation skills and developing knowledge of and appreciation for diversity issues in all areas of practice. Professional identity emphases include demonstrating responsible professional behavior, knowledge and application of ethical and legal standards, and demonstrating a commitment to scholarly activity.
The goals and objectives of the training program are primarily achieved through the competencies gained and demonstrated in the course of the activities in which the interns take part during the internship year. All activities in which interns engage at the Center during the internship year can be thought of as germane to the training program. However, for the purpose of clarity the training program can be characterized in terms of practice activities, training activities, and other administrative and professional activities. |
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Psychotherapy. Psychotherapy is primarily individual, although some exposure to couples therapy is available. The Center’s orientation is toward briefer therapy, but interns have the opportunity to conduct longer-term therapy with a few cases. Interns are typically expected to carry an average of 12 to 15 clients per week, although the number will be higher in times of peak demand.
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Intake Assessment. Interns provide 2 to 4 regularly scheduled intake evaluations each week. Intakes form the basis for establishing rapport, clarification of client needs and goals, behavioral observation, diagnostic assessment, and treatment planning. The number is typically higher in the fall in order to assist interns in building an initial caseload, and then subsequently drops in order to maintain a reasonable number of cases.
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Group Work. The
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Outreach and Consultation. Interns are involved with the Center’s outreach and consultation services to students, staff, faculty, and parents. Outreach includes activities such as training of residence hall assistants, participation in student and parent orientation programs, and topic-focused presentations and workshops. Consultation involves work with student groups, liaisons with various campus offices, and case-based assistance to students, staff, faculty, and parents.
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On-Call Crisis Intervention and Consultation. Interns are involved in on-call services on half-day per week throughout the internship year and the opportunity for participation in after hours on-call is available during the second half of the year. Daytime on-call services include taking phone calls and seeing walk-in clients requiring immediate clinical attention. Interns begin the year working in conjunction with a staff on-call therapist, providing triage as well as conducting evaluations, crisis intervention, and consultations. Provided they demonstrate sufficient competence, interns are generally expected to assume a more independent role in providing daytime on-call services by the second half of the year. Similarly, demonstrated competence in daytime on-call activities is expected before interns begin after hours on-call services. After hours on-call services involve carrying a pager and may include both remote and on-site supervised crisis intervention activities.
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Case Management. Interns are expected to conduct case management activities relevant to the clients with whom they are working. This includes writing intakes, case notes, termination reports, and necessary correspondence along with making necessary referrals to and contacts with faulty, administrators, treatment professionals, and parents as appropriate. They work with their supervisors to conduct case management in an ethical and legal manner, and when required to contact relevant parties when legally required. They are responsible along with their supervisors for making sure that relevant documents are countersigned.
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Case Consultation/Peer Supervision. Interns formally provide peer supervision to and consult on cases with each other during the supervision group. A member of the training staff supervises these activities. Typically, each week an intern will present a case to the other interns and the supervisor, generally utilizing audiotape. The other two interns provide feedback focused on the questions and concerns raised by the presenting intern. Discussion of the case is facilitated by the staff supervisor who may also model offering consultative feedback to the presenting intern. Interns rotate responsibility for presenting cases. Interns also have the opportunity to provide consultation to both interns and staff during case discussions in weekly case management meetings. 8. Practice Requiring Knowledge of and Sensitivity to Diversity Issues. Given the diverse composition of the student population and the interests of the staff, interns necessarily work utilizing a multicultural perspective. Knowledge of and sensitivity to diversity issues are essential in all areas of practice and is attended to in individual supervision, supervision group, and training seminars. |
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Professional Behavior. Interns are expected to demonstrate behavior consistent with reasonable standards of professional behavior. These standards include taking responsibility for their schedules, observing expectations of the work place, working cooperatively and courteously with others, representing the agency well, and demonstrating sensitivity to diversity issues in their interactions within and outside the agency. Professional staff model these behaviors for interns and provide necessary instructive information and feedback regarding expected standards.
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Ethical and Legal Issues. Interns are expected to be aware of and behave in a manner consistent with ethical standards established by the American Psychological Association and the State of
3. Scholarly Activity. Interns are expected to demonstrate a commitment to scholarly activity. They take steps to stay current with the scientific basis for practice in professional psychology through reading, training seminars, supervision, and professional development programs. They demonstrate scholarly activity and competence by working to complete research requirements for their degrees, participating in collaborative research with Center staff, presenting in training seminars, and practicing in a manner that is informed by theory and research. Professional staff model dedication to scholarship by their own collaborative research efforts and utilization of clinical theory and research findings in supervision, training seminars, case management meetings. |
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Case Management Meeting. Interns participate in weekly case management meetings of 1.5 hours duration. These meetings focus on clinical and case management issues, such as internal and external referral of cases, ongoing crisis situations, clinical difficulties, ethical and legal issues, and the tracking of clients with significant suicidal features.
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Staff Business Meeting. Interns are involved in weekly meetings devoted to the administrative business of the Center. These meetings offer interns opportunities to observe and participate in management of the Center, through such activities as the development of Center policies and procedures.
3. Professional Development Programs. Interns are expected to participate in the professional development activities of the Center. The Center generally sponsors or co-sponsors two or three professional staff development programs per year featuring mental health professionals from outside the Center. |
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The training staff are dedicated to maintaining an internship program that is consistent with standard 7.04 of APA's 2002 Ethical Principles of Psychologists and Code of Conduct. Interns are not required to disclose personal information in program-related activities except in cases where personal information is necessary to evaluate or obtain assistance for interns whose personal problems may prevent them from fulfilling their training or professionally-related activities in a competent manner or may pose a threat to those the Center serves or others. Interns are, however, encouraged to discuss and explore their personal qualities as these relate to their work. Consistent with the research literature, we believe that the therapeutic relationship is essential to the effective practice of psychotherapy. To that end, supervision addresses and attends to the person of the therapist to understand and enhance clinical interactions, conceptualizations, and interventions. Supervisors are expected to assist interns in self-exploration and in identifying how their personal qualities facilitate or hinder their successful performance. |
Each intern is provided with a separate office within the Counseling Center. Offices are equipped with a telephone with individual line and a personal computer with word processing software, connection to the office LAN for scheduling and record keeping, and access to e-mail and the internet. E-mail accounts are provided by the Center. Each intern office is also equipped with a webcam to provide for digital audio-visual recording of sessions. The Center employs three full-time and one part-time support staff who are available to interns for clerical and technical support. |
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Applications should include:
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The APPIC Applications for Psychology Internship (AAPI) available via www.appic.org
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A statement specific to the
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Official transcripts of graduate work.
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A current curriculum vitae, including educational history and the amount and type of clinical experience.
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Three letters of recommendation from persons who are familiar with the applicant’s professional and academic performance. Two of these should be from on-site clinical supervisors.
6. The AAPIC Academic Program’s Verification of Internship Eligibility and Readiness Form. |
Application must be postmarked by November 1, 2007. Send one hard copy to: Matthew Torres, Ph.D. Director of Training Garland Hall 358 Applications will be reviewed by members of the Center’s training staff. A subset of applicants based on this review will be contacted starting in December for an interview in January. Interviews are generally conducted face-to-face, but interviews by telephone or video-conference can be accommodated. Applicants who are interviewed may then be rank ordered for the APPIC Internship Matching Program. 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. For further information contact the Director of Training at mtorres5@jhu.edu. |
Barbara Baum, Ph.D., Psychodynamic/interpersonal, cognitive; Survivors of sexual assault and abuse, grief and loss, psychotherapy training. Laurence B. David, Ph.D. (Associate Director for Clinical Services), Integrative; Psychotherapy, supervision and psychotherapy training, addictions. Douglas Fogel, Psy.D., Existential, behavioral; Anxiety disorders (especially OCD and PTSD), Acceptance and Commitment Therapy, men’s issues. Clare King, LCSW, Psychodynamic; Peer counseling, emotional intelligence, social and emotional learning. Integrative (primarily humanistic, interpersonal, and multicultural); individual and group psychotherapy, relationship issues, depression, international student concerns, training and supervision Michael Mond, Ph.D. (Director), University of Wisconsin-Milwaukee Integrative (principally humanistic and behavioral); Crisis intervention, suicide prevention, development of young adults. Cogntive behavioral therapy, mindfulness techniques, acceptance and committment therapy; Eating disorders, anxiety, depression, relationship issues, Women's issues and supervision of new therapists. Cognitive/behavioralmodification, social learning theory; Anxiety disorders, community psychology, workshops and consultation to the university community. Cognitive behavioral, interpersonal; Eating disorders, anxiety disorders, depression, and women's issues. Matthew Torres, Ph.D. (Training Director), Integrative (primarily psychodynamic); individual and group psychotherapy, supervision, substance abuse and dependence. Shelley Von Hagen-Jamar, Psy.D., American Integrative (primarily systems theory, humanistic, and cognitive-behavioral); Addictions, trauma disorders, relationship/family therapy, hypnotherapy, women’s issues. |
Arthur Hildreth, M.D.
Leon Levin, M.D.
Paul Roberts, M.D.
Claude Smith, M.D. |
Mary Haile, M.S., Office Manager
Cassandra Bridgeforth , Administrative Coordinator
Heather Little, Administrative Secretary
Josie Hopkins, Administrative Secretary |
Rachel Buggie Harris, M.A., Argosy University (Atlanta) Hillary Howarth, M.A., The Wright Institute Maria Marshall, M.A., Fielding Graduate University George Nichols, M.A., University of Wisconsin |
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The Counseling Center