School of Graduate Psychology APA Accredited Doctoral Internship Program
The mission of the APA accredited doctoral internship is to prepare interns for entry level professional practice in clinical psychology. Assessment, intervention, interprofessional collaboration, supervision and outreach/marketing are domains in which interns are provided with opportunities to develop more in-depth areas of skill and competency. We are currently funded for APA accredited 4 intern slots and a 1 Latino/Bilingual Post-Doc (non-accredited).
Although all interns primarily receive training in individual psychotherapy with adult clients, they may choose to develop additional areas of competency by working with couples or groups. Approximately 20% of interns' workload is spent delivering therapy. Interns receive training and experience in assessment with individuals across the lifespan. Approximately 20% of interns' workload is spent conducting assessment. Interns participate in interprofessional collaboration activities within the College of Health Professions. Approximately 15% of interns' workload is spent collaborating interprofessionally. Interns have the opportunity to provide group supervision on their therapy team and supervise individual cases of practicum I students as appropriate. Interns also provide consultation to practicum I students and provide support during evenings and Saturdays when directors are away from the clinic. Approximately 15% of interns' workload is spent providing consultation and supervision. Interns oversee a team of practicum students providing outreach to the local community. Approximately 10% of the interns' time is spend on outreach and marketing. A practitioner-scholar model of understanding and applying the empirical literature in the clinical setting is emphasized during the internship training program. In addition, the internship faculty and interns affirm the principles of ethical and humane practice by honoring diversity and striving to increase interns’ self-awareness and sensitivity to cultural and individual differences.
The supervisory philosophy gives interns progressively greater autonomy, beginning with a more directive approach during the first third of the year, using guided questioning to facilitate the supervisees’ problem-solving and discovery (e.g., Overholser, 1991) during the middle third, and to a non-directive stance by the final third. This overall approach to supervision draws from the integrated developmental model of supervision described by Stoltenberg and his colleagues (Stoltenberg & Delworth, 1987; Stoltenberg, 1997) which recognizes that supervisees require different types of supervision depending on their developmental level in a particular domain. For example, an intern might be advanced in clinical intervention but be at a more beginning stage of development as an evaluator of cognitively impaired clients—the content and approach to interns’ training is therefore modified to fit each domain. These stages may be accelerated as the intern shows progressively greater ability to perform as an entry level clinician.
Pacific University has two training clinics, one in downtown Portland. Two interns are placed in each clinic. All interns are in the Portland clinic for training seminars. These seminars include diversity, interprofessional collaboration, outreach and marketing, along with professional development and self care. Approximately 20% of interns' workload is spent in their own supervision and training.
The Pacific Psychology & Comprehensive Health Clinics of Pacific University’s School of Graduate Psychology offers a 2000 hour, one-year, full time, doctoral internship to prepare qualified graduate students for entry level professional practice in clinical psychology. We do not accept part time interns. This will allow for an overlap with outgoing interns to provide a thorough orientation process and allow for a warm hand off of clients. This orientation period provides training for the interns' role as mentors, consultants and supervisors of practicum I students. Interns will also begin their role as an active collaborator within an interprofessional framework during the month of August. Our interns get approximately 6 weeks off over the year as well as release time for dissertation, graduation and seeking their next position. Our internship typically starts the first week of August and ends the middle of August of the next year. Interns work 50 hours weeks, which includes at least one evening till 8pm and one Saturday per month. Interns full benefits as University employees. There are approximately 6 weeks of during the year for academic breaks, holidays, vacation, as well as release time for dissertation, graduation and job searches.
Please only apply if you meet or exceed the required hours of adult therapy (400) and assessment (100) at the time of application.
Our ideal interns have developed intermediate competency with therapy and assessment and are eager to learn more. Additionally ideal interns are:
- Self-directed while being an active team member
- Knows their strengths while still being humble
- Hard working and have effective self-care strategies at work and outside work
- Self-aware and works well in a fast-paced environment with many facets
- Committed to being the best psychologists while maintaining a sense of humor
- Interested in a variety of roles psychologist can play, beyond clinical services
Information about accreditation can be addressed to:
Commission on Accreditation
750 First Street NE
Washington, DC 20002