Professional Psychology Internship

1.800.DEVEREUX (800.338.3738)

Devereux National


Professional Psychology Internship Training Program

Program Overview

The Institute of Clinical and Professional Training and Research (ICPTR) adheres to a developmental model of training in which the intern progresses from an initial closely supervised and monitored state to a more autonomous level of professional functioning by the end of the internship. The training program encourages the continual accumulation of knowledge, refinement of clinical skills, and development of professional identity. Training is individually tailored to meet the needs and interests of each intern.

Mission

The internship at Devereux is consistent with the scientist-practitioner model and reflects a concern for the competent, theoretically informed, and empirically grounded practice of professional psychology.  In addition, interns are encouraged to continue to develop their research and analytical skills in combination with their clinical competencies. The overarching mission of the program is to prepare the intern for entering the independent practice of psychology. Training experiences and supervision are carefully orchestrated to provide a hierarchical and cumulative experience that Devereux, through the ICPTR, has offered predoctoral interns in professional psychology for more than 50 years.

Program Goals

The goals of the Professional Psychology Internship Program include:

  1. To develop core clinical competencies for entry level practice in professional psychology;
  2. To apply clinical competencies across a variety of service systems;
  3. To refine skills of scientific scholarship and investigation;
  4. To prepare interns to assume positions of leadership in a variety of professional settings.

Core Competencies

Interns are expected to demonstrate competencies in the following domains:

Assessment

  • Administer, score and interpret a cognitive measure Administer, score, and interpret a social/emotional measure
  • Conduct and interpret a functional behavioral assessment
  • Administer, score and interpret a behavior rating scale
  • Administer, score and interpret a measure of achievement (including curriculum-based and standardized)
  • Conduct clinical interviews
  • Integrate data from assessment into a cohesive report
  • Generate recommendations in a report based on assessment
  • Communicate assessment results to families and interdisciplinary team members
  • Conceptualize a diagnostic formulation
  • Incorporate knowledge of multicultural factors into assessment

Intervention

  • Familiarity with evidence-based practices
  • Incorporate evidence-based practices in intervention
  • Establish rapport with individual client
  • Link intervention to assessment
  • Develop contextually appropriate interventions
  • Write measurable goals 
  • Plan for therapeutic sessions 
  • Monitor treatment progress 
  • Conduct effective terminations of therapeutic  intervention 
  • Write progress notes, progress summaries and discharge/termination summaries

Consultation/Behavioral Intervention

  • Work effectively with staff of different disciplines
  • Work effectively with representatives of outside agencies
  • Conduct a problem identification interview
  • Formulate an intervention plan  linked to the assessment
  • Utilize a collaborative orientation to plan development
  • Create a contextually pragmatic plan with clear procedures
  • Train others to implement the plan
  • Demonstrate sensitivity to consultee skill and ability in plan implementation
  • Monitor the integrity of plan implementation
  • Monitor the integrity of collected data
  • Utilize data-based decision-making

System Service Delivery

  • Plan for team meetings
  • Facilitate team meetings
  • Communicate clinical information succinctly and accurately
  • Plan for contextually-appropriate services

Applied Research

  • Conceptualize and design research
  • Implement a research study
  • Interpret findings from research
  • Present research findings
  • Communicate research findings in writing

Cultural Diversity and Competence

  • Assess cultural issues of both individual client and family
  • Demonstrate understanding of cultural issues of both client and family
  • Incorporate issues of diversity into treatment and intervention

Supervision

  • Actively participate in supervision
  • Remain open to learning and supervision
  • Seek out supervisory input  for professional development
  • Implement supervisory input
  • Work toward “self-sufficiency”
  • Utilize supervisory sessions to generate alternative hypotheses

Professional Skills and Development

  • Dependability in meeting goals
  • Promptness in meeting deadlines
  • Time management and timeliness of documentation
  • Adherence to ethical standards
  • Good judgment and decision-making ability
  • Knowledge of standards and regulations related to the profession
  • Professional behavior in professional meetings and other congregations

Candidate Requirements

Qualifications

Preference is given to candidates from APA-accredited university training programs in professional psychology, including clinical, school and combined professional-scientific. Since Devereux is a clinical treatment setting, all candidates must have comprehensive training and at least 500 hours (~200 assessment, 300 intervention) of supervised practicum experience in the applied practice of professional psychology. Intern candidates must have completed their comprehensive or qualifying examinations prior to the start of the internship.

Non-Discrimination Policy

Devereux is an equal opportunity employer. It is the policy of the Devereux Foundation to admit and treat all patients, hire staff and appoint interns without regard to race, religion, creed, color, sex, marital status, citizenship status, veteran status, disability, communication ability, sexual orientation, age, national origin or ancestry.

Completion Requirements

The following are the criteria for successful completion of the internship at Devereux:

  • Demonstrated proficiency of an “entry-level professional” in the major functional roles of a professional psychologist. Proficiency is evaluated by observations of the Supervisor and the Director of Training through quarterly evaluations measuring the attainment of core competencies;
  • Successful completion and presentation of a clinical outcome or research study;
  • Successful presentation of clinical case to the training faculty and fellow interns;
  • Attendance and participation in all seminar series;
  • Completion of at least 2,000 hours of supervised training.