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Training Program Components

Each intern, regardless of the training track chosen, is provided with core training experiences that ensure broad and general preparation for professional practice. Across these experiences, culturally sensitive and empirically supported practices are emphasized.


Interns receive supervised experience in psychological assessment.  Assessment training will focus on five core domains: interviewing, observation, cognitive assessment, achievement testing/adaptive behavior assessment, and use of behavior rating scales. In addition, interns will receive training in functional behavioral assessment. Areas of general competency include: articulating the referral question, selection of instruments or approach, test administration and scoring, interpretation of results, integration of results (i.e., clinical formulation), generation of useful recommendations, providing verbal feedback to clients, parents and staff; and writing clear and useful reports. Interns will also be expected to show competence in both cultural formulations and multiaxial diagnosis. The exit criterion consists of demonstrating a level of skill consistent with independent or minimally supervised practice across three comprehensive evaluations. Additional evaluations may be necessary (and are expected) to meet all competencies.


Devereux encourages a behavioral/cognitive-behavioral orientation in which assessment links to the selection of empirically supported best practices. Training and supervision is available in a wide range of interventions, including cognitive-behavioral, behavior analytic, ecological-behavioral and systems. Each intern will have the opportunity to experience individual and group psychotherapies as well as family intervention. Crisis intervention is also an on-going process at each of the training sites. Interns are expected to meet competency in this area by minimally implementing (a) individual therapy, (b) group therapy (skills training groups), (c) family-based interventions and (d) case consultations (systems-level consultation may be substituted).


Interns are engaged in frequent consultation with staff from different disciplines, family members and staff members from outside agencies involved with a particular case. Interns will be expected to employ strategies of problem identification, problem analysis, collaborative plan development and formative evaluation. In addition, each intern will be expected to produce useful documentation related to these activities. Depending on the service setting this may include consultation reports or chart documentation.

Service System Delivery

As the primary therapist, interns are integrally involved in planning and coordinating services for their assigned clients. In the process, interns must learn to successfully work with a variety of professionals representing a variety of agencies (including Devereux), while assuming responsiblity for reporting on and ensuring cooperation with the client's course of treatment. Interns will be expected to present information at multidisciplinary team meetings, chair multidisciplinary team meetings, develop discharge and aftercare plans and manage collateral (e.g., agency, court) contacts.

Applied Research/Program Evaluation

Each intern is expected to complete one research or treatment outcome study during the internship. Interns are encouraged to participate in an existing research study in collaboration with another member of the training site or to develop a new project. As an alternative to an experimental design, interns may choose to participate in a treatment outcome study on a topic that is germane to the program and will aid Devereux’s treatment outcome initiative. Interns will present their research/treatment outcome findings at a formal presentation to peers and other clinical staff. See Research

Cultural Diversity

Interns will be given training and supervision on issues of cultural and individual diversity. Cultural dynamics are not only relevant, but crucial to the understanding of the client and in planning overall treatment. Such issues will be addressed in supervision in an on-going process. Each intern will attend at least 6 hours of formal didactic training in the intern seminar series focusing on the culturally competent practice of behavioral healthcare. This training will be supplemented by presentations at the annual Jean Beard Symposium, workshops sponsored by the Devereux diversity Initiative, outside training, and program-based workshops. Each intern is expected to demonstrate cultural competence in the services provided to his/her assigned clients. In addition to demonstrating the above competencies in ongoing clinical work, each intern will make at least one case presentation to the other interns and training faculty and, as part of that presentation, must address issues of diversity.


Devereux recognizes that quality supervision is the absolute essential of internship training. Each intern is assigned a primary supervising psychologist who acts as his or her mentor during the year. The primary supervisor is a licensed, doctoral-level psychologist who will provide a minimum of two hours of individual face-to-face supervision weekly. Interns also receive a minimum of two additional hours of supervision each week from supplemental supervisors. The primary and supplemental supervisors complement each other and ensure intensive supervision that fosters professional and personal growth. In addition, interns meet on a regular basis with the Director of Training. Additional group supervision is available on seminar days. See Evaluation and Mentoring

Professional Behavior

The intern will also receive feedback regarding the development of overall professional behavior. This will include demonstrating competency in dependability, decision-making ability, time management, ability to interact with co-workers and other individuals in a respectful, positive, customer-focused manner, understanding of and adherence to ethical standards, as well as knowledge of standards and regulations pertinent to the treatment program.

Seminar Series

A strong didactic training component complements the supervision and clinical experiences of senior clinical staff. Each seminar lasts approximately 1 ½ hours and runs throughout the year. The Treatment Methods Seminar is broad-based in that it combines didactic and skill-based training in assessment and intervention procedures specifically intended for the populations served by Devereux. In addition to an overview on clinical workflow and case conceptualization, the Treatment Methods Seminars presents the following topics: Behavioral assessment, function-based intervention, academic skills assessment and intervention, cognitive behavior therapy, trauma-focused cognitive behavior therapy, cultural competency (self-awareness, clinical issues, systemic strategies), psychopharmacology and Parent Management Training.  The Special Topics Seminar provides interns with exposure to topics of related or special interest. Examples include Positive Behavior Intervention and Support, grant writing, and parenting children with special needs. The Intern Round Table, which is led by the Director of Training, presents information on a variety of professional/guild issues such as ethics, standards of practice, various applied professional roles, and licensure. Program evaluation, consultation, and clinical supervision are also covered in the Round Table seminar. See Seminar Series

Continuing Education

The Institute of Clinical and Professional Training and Research is approved by the American Psychological Association to sponsor continuing education programs for psychologists. Each year the Institute conducts two to three full-day conferences with nationally-known psychologists or educators. Previous conference presenters have included:

  • Monica McGoldrick (culturally competent care)
  • Lucille Eber (positive behavior support)
  • Ross Greene (The Explosive Child)
  • Mario Hernandez (program evaluation)
  • Florence Kaslow (supervision in psychology)
  • Donald Meichenbaum (cognitive behavior therapy) 
  • Rolf Loeber (conduct disorder)
  • Richard Van Acker (gangs)
  • Alan Kazdin (problem-solving skills training)
  • Andy Bondy (Picture Exchange Communication System)
  • John Weisz (evidence-based practice)
  • Sandra Harris (parenting a child with autism)
  • Judith Cohen (trauma impact and trauma-focused CBT)
  • Jon Bailey (BCBA ethics, behavioral consultation)
  • Patty Chamberlain (Multidimensional Treatment Foster Care)
  • Patrick Friman (behavioral pediatrics)
  • Kim Kirby (adolescent substance abuse)
  • Jill Ehrenreich-May (treating emotional disorders)
  • Edna Foa (prolonged exposure for adolescent PTSD)
  • Marion Forgatch (parent management training – Oregon Model)
  • Anthony Biglan (how the behavioral sciences are helping us evolve more kind & caring societies)


Interns are always invited to attend these programs, which enrich their training experience.