The model of training in the doctoral internship at the University of Washington Counseling Center can be defined as a Developmental Model that is informed by psychological theory and research. The basis of our training program is developmental in nature and applies a graduated model of learning as we provide interns with a rich and varied learning experience that combines practice with science. The Counseling Center recruits students from scientist practitioner, practitioner, and scholar practitioner academic departments in Health Service Psychology, Clinical Psychology, Counseling Psychology, and Educational Psychology. These students come with the foundation of theoretical and research based knowledge and a readiness for intensive training in clinical practice. The primary focus of the internship training is to assist interns in integrating this academic foundation with professional practice in Health Service Psychology. This is accomplished by facilitating professional learning and personal growth by means of supervised clinical experience, didactic seminars, continued exposure to psychological literature, and collegial interactions and mentoring throughout the year. The University of Washington Counseling Center adheres to the principals of the Health Service Psychology Education Collaborative (APA, 2013, August 5).

Upon completion of the internship, the developing professional should have sufficient experience in a university counseling center and general psychotherapeutic practices to confidently and competently carry out the responsibilities of an entry level health service psychologist in a variety of settings. Our training is focused on the following APA designated profession-wide competencies:

1. Research
2. Ethical and Legal Standards
3. Individual and Cultural Diversity
4. Professional Values, Attitudes, and Behaviors
5. Communication and Interpersonal Skills
6. Assessment
7. Intervention
8. Supervision
9. Consultation and Interprofessional/Interdisciplinary Skills

The primary focus of the internship training is to assist interns in expanding their knowledge and increasing their expertise in counseling with a diverse student population. The training program is committed to providing interns with training in diversity. This training encompasses increasing awareness of different identities (e.g. sexual/affectional orientation, physical challenge, nontraditional student age, etc.).

The program is dedicated to the enhancement of the ethical and professional development of interns. Interns are encouraged to make professional contributions in staff case conferences, seminars, and outreach presentations.

In accordance with the premise that individual change occurs within the context of significant human interaction, the supervisor-intern relationship is intended to be an important and necessary ingredient for the development of professional competence. Therefore, interns are provided with in-depth supervision.

Student Disclosure of Personal Information: We concur with and affirm the principles set forth in the 2003 APA Ethical Guidelines related to student disclosure of personal information (Ethical Standard 7.04).  However, we also acknowledge that personal history/experiences, values, and beliefs may affect professional activities.  Interns are encouraged to share such information in supervision, consultation, or other activities in which the intern feels that such information may be useful to help them understand their own functioning as a professional.  In order to encourage professional development, supervisors or others may ask interns to reflect upon their experiences, values, and/or beliefs if they notice professional behaviors that may indicate personal history affecting professional performance. Nevertheless, interns may always choose what to disclose and how much to disclose, and will not be penalized for this choice. We assert that supervision is not therapy, and again stress that disclosure of personal information remains the choice of the trainee.

During the first six weeks, all interns are introduced to the primary activities of the Counseling Center.

Goals of orientation:

• To introduce interns to the training staff and to interact individually with each staff member;
• To give interns important information regarding Counseling Center operations, policies and procedures, and to ensure that interns understand their rights and responsibilities as doctoral interns at our site;
• To meet with members of various departments within the Division of Student Life as a way of learning more about the overall context within which the Counseling Center operates;
• To allow time to set up offices;
• To provide an opportunity for interns to get to know each other and the training director;
• To allow time for interns to assess their professional growth needs and determine learning goals to be achieved.

During orientation, interns also begin to be involved in didactic and experiential seminars to prepare them to work with clients at our Counseling Center. Interns also begin to provide intakes after initial training and may begin to see a few clients during orientation.

Individual supervision

• Supervision is a central component of the training program, and licensed psychologists conduct individual supervision of interns on a regularly scheduled basis.
• Each intern may have at least two primary supervisors during the year, with primary supervisors changing at the conclusion of January. Formal primary supervision time is scheduled for two hours per week.
• Interns also choose an emphasis area supervisor; this supervision time is generally formatted around a specialization or focus, depending upon intern and staff interest, and interns meet with their emphasis area supervisors for one hour per week.
• Unscheduled supervision/consultation is always available to interns as well as staff members.

Group Supervision/Clinical Teams  (prep/case conceptualization)

• Interns receive one hour per week to prepare for supervision by reviewing electronically recorded counseling sessions or doing other related activities.
• This time is used to organize cases for discussion with the primary supervisor or with clinical team.
• Interns are actively involved in weekly, 1.5 hours of clinical team/group supervision as this meeting serves as group supervision for trainees.
• The team lead, a licensed psychologist, will collect evaluative feedback from the other clinical team members and complete the Case Presentation and Group Supervision evaluation mid-year and at the end of internship.  
• As part of their training, interns prepare and present two of their cases in a more structured format during the training year, with the first occurring within clinical teams and the other occurring with all staff.

Therapeutic psychological assessment

• Training in the Therapeutic Assessment (TA) model will be composed of didactic and experiential sections focused on learning how to apply the TA model to the use of the CCAPS.
• In an initial didactic training during intern orientation, interns will independently view a 60-minute training video about the CCAPS and read two articles about the CCAPS and TA model.
• They will then attend a 1 hour didactic seminar in which they are introduced to the TA model, learn further information about the CCAPS, and complete role-plays of providing CCAPS data to clients within the TA model.
• The APA Ethics standards for testing will also be reviewed and discussed, including how they pertain to use of the CCAPS at the Counseling Center. During fall quarter, intern supervisors will review video of interns discussing CCAPS data with two of their clients using the TA model, and supervisors will provide feedback to the interns about their implementation of the TA model.

Career counseling and career assessment

• Interns will be provided training in several areas of career development, including: career assessments, values identification, career and life transitions, and multicultural aspects of career and life planning. Interns will learn to administer, interpret, and provide interpretations of the MBTI (Myers-Briggs Type Indicator) and the SII (Strong Interest Inventory).

Intern check-in with T.D. and intern cohort meetings

• Interns meet with the Training Director for one hour on an every-other-week basis.
• Interns are encouraged to discuss all aspects of their internship during these meetings.
• The Training Director responds to these issues and works to resolve problems if and/or when they arise.
• During the weeks they are not scheduled to meet with the Training Director, interns are expected to meet in a non-facilitated cohort group meeting to enhance their collaboration during the internship. They may use this time for consultation around professional development issues, to discuss cases, or for group self-care.

Dissertation and research exploration and support and post-doc support

• In a post-doc seminar that occurs every-other-week, interns meet with a staff member to discuss post-doc and licensure processes. Interns receive support, practical information, and a space to ask questions.
• Interns meet with a staff member on an every-other-week basis to discuss and process their dissertation and/or other research interests. The staff member collaboratively assists in the planning process for accomplishment of research and/or dissertation goals.
• Interns present their dissertation research to the Counseling Center staff.

Professional development

• Interns participate in one of our committees at the Center:  Training Committee, Clinical Services Committee, Multicultural Advocacy Committee, or the Staff Well-Being. Membership on these committees provides interns with the opportunity to participate in decision-making processes as well as offer feedback on the general operations of the Counseling Center.

Intern Seminar Series

These didactic and experiential training experiences provide a forum for the training staff and other professionals to present topics on mental health issues and professional development. Some of these training experiences occur in module formats over a period of several weeks that provide the opportunity for a more in-depth exploration of the topics under discussion. Others occur once on a specific topic. The seminar series also focuses on a variety of specific clinically, culturally and professionally relevant topics. A special emphasis is placed on providing psychological services to individuals from different cultures, gender, and perspectives. Some of the topics for this seminar are generated by the needs and interests of the intern group and may include one or two presentations on such topics as: substance abuse issues, eating disorders, sexual abuse survivors, and working with gender issues in treatment.

Multicultural/diversity and social justice seminar

These seminars meet every week for one hour for the first three quarters of the academic year and then transitions to multicultural case conference. The seminar series focuses on a variety of specific culturally, clinically and professionally relevant topics. A special emphasis is placed on providing psychological services to clients with culturally diverse backgrounds. Interns are expected to be self-reflective and focused on greater multicultural competency and intercultural humility.

Professional ethics/legal issues seminar

This seminar offers a review of APA Code of Ethics and Washington State Law relevant to providing psychological services.  Professional, ethical and legal issues are also discussed in supervision throughout the internship year.

Supervision seminar

The objective of this seminar is to present information about training and supervision models, as well as both content and process in supervision. Interns will have the opportunity to supervise a peer intern on one case in the summer and will be evaluated on their ability to apply the knowledge and skills they learned.  

Suicide seminar

Interns meet for the Suicide seminar to discuss and process the experience of working with suicidal clients beyond assessment.

Individual supervision

• Supervision is a central component of the training program, and licensed psychologists conduct individual supervision of interns on a regularly scheduled basis.
• Each intern may have at least two primary supervisors during the year, with primary supervisors changing at the conclusion of January. Formal primary supervision time is scheduled for two hours per week.
• Interns also choose an emphasis area supervisor; this supervision time is generally formatted around a specialization or focus, depending upon intern and staff interest, and interns meet with their emphasis area supervisors for one hour per week.
• Unscheduled supervision/consultation is always available to interns as well as staff members.

Group Supervision/Clinical Teams  (prep/case conceptualization)

• Interns receive one hour per week to prepare for supervision by reviewing electronically recorded counseling sessions or doing other related activities.
• This time is used to organize cases for discussion with the primary supervisor or with clinical team.
• Interns are actively involved in weekly, 1.5 hours of clinical team/group supervision as this meeting serves as group supervision for trainees.
• The team lead, a licensed psychologist, will collect evaluative feedback from the other clinical team members and complete the Case Presentation and Group Supervision evaluation mid-year and at the end of internship.  
• As part of their training, interns prepare and present two of their cases in a more structured format during the training year, with the first occurring within clinical teams and the other occurring with all staff.

Therapeutic psychological assessment

• Training in the Therapeutic Assessment (TA) model will be composed of didactic and experiential sections focused on learning how to apply the TA model to the use of the CCAPS.
• In an initial didactic training during intern orientation, interns will independently view a 60-minute training video about the CCAPS and read two articles about the CCAPS and TA model.
• They will then attend a 1 hour didactic seminar in which they are introduced to the TA model, learn further information about the CCAPS, and complete role-plays of providing CCAPS data to clients within the TA model.
• The APA Ethics standards for testing will also be reviewed and discussed, including how they pertain to use of the CCAPS at the Counseling Center. During fall quarter, intern supervisors will review video of interns discussing CCAPS data with two of their clients using the TA model, and supervisors will provide feedback to the interns about their implementation of the TA model.

Career counseling and career assessment

• Interns will be provided training in several areas of career development, including: career assessments, values identification, career and life transitions, and multicultural aspects of career and life planning. Interns will learn to administer, interpret, and provide interpretations of the MBTI (Myers-Briggs Type Indicator) and the SII (Strong Interest Inventory).

Intern check-in with T.D. and intern cohort meetings

• Interns meet with the Training Director for one hour on an every-other-week basis.
• Interns are encouraged to discuss all aspects of their internship during these meetings.
• The Training Director responds to these issues and works to resolve problems if and/or when they arise.
• During the weeks they are not scheduled to meet with the Training Director, interns are expected to meet in a non-facilitated cohort group meeting to enhance their collaboration during the internship. They may use this time for consultation around professional development issues, to discuss cases, or for group self-care.

Dissertation and research exploration and support and post-doc support

• In a post-doc seminar that occurs every-other-week, interns meet with a staff member to discuss post-doc and licensure processes. Interns receive support, practical information, and a space to ask questions.
• Interns meet with a staff member on an every-other-week basis to discuss and process their dissertation and/or other research interests. The staff member collaboratively assists in the planning process for accomplishment of research and/or dissertation goals.
• Interns present their dissertation research to the Counseling Center staff.

Professional development

• Interns participate in one of our committees at the Center:  Training Committee, Clinical Services Committee, Multicultural Advocacy Committee, or the Staff Well-Being. Membership on these committees provides interns with the opportunity to participate in decision-making processes as well as offer feedback on the general operations of the Counseling Center.

Intern Seminar Series

These didactic and experiential training experiences provide a forum for the training staff and other professionals to present topics on mental health issues and professional development. Some of these training experiences occur in module formats over a period of several weeks that provide the opportunity for a more in-depth exploration of the topics under discussion. Others occur once on a specific topic. The seminar series also focuses on a variety of specific clinically, culturally and professionally relevant topics. A special emphasis is placed on providing psychological services to individuals from different cultures, gender, and perspectives. Some of the topics for this seminar are generated by the needs and interests of the intern group and may include one or two presentations on such topics as: substance abuse issues, eating disorders, sexual abuse survivors, and working with gender issues in treatment.

Multicultural/diversity and social justice seminar

These seminars meet every week for one hour for the first three quarters of the academic year and then transitions to multicultural case conference. The seminar series focuses on a variety of specific culturally, clinically and professionally relevant topics. A special emphasis is placed on providing psychological services to clients with culturally diverse backgrounds. Interns are expected to be self-reflective and focused on greater multicultural competency and intercultural humility.

Professional ethics/legal issues seminar

This seminar offers a review of APA Code of Ethics and Washington State Law relevant to providing psychological services.  Professional, ethical and legal issues are also discussed in supervision throughout the internship year.

Supervision seminar

The objective of this seminar is to present information about training and supervision models, as well as both content and process in supervision. Interns will have the opportunity to supervise a peer intern on one case in the summer and will be evaluated on their ability to apply the knowledge and skills they learned.  

Suicide seminar

Interns meet for the Suicide seminar to discuss and process the experience of working with suicidal clients beyond assessment.

*These numbers are based upon the average of time spent in each activity over four quarters and are subject to change.

Leadership Team

Natacha Foo Kune, Ph.D. (2005), Ohio State University, Columbus. Director and Counseling Psychologist, License #PY60634517 (WA). Types of counseling: individual and group. Areas of interest: Multicultural issues and intersections of identity, diasporic Asian issues (including Asian American and Pacific Islander issues), training issues, LGBTQIA issues, couples, trauma, international students and social justice issues.  Techniques: multicultural, interpersonal and cognitive behavioral frameworks.

Linda Anderson, Ph.D. (2003), Indiana University, Bloomington. Associate Director/Clinical Director and Counseling Psychologist, License #PY60316112 (WA). Types of counseling: individual and group. Areas of interest: women’s issues, developmental and identity concerns, multicultural concerns, parenting, working with survivors of sexual abuse and assault, relationship violence, and stalking. Techniques: integrative, incorporating feminist/multicultural, interpersonal, and cognitive-behavioral frameworks.

Charisse Williams, Ph.D. (2007), University of Florida. Assistant Director/Training Director and Counseling Psychologist, License #PY60059524 (WA). Types of counseling: individual, couple, and group. Areas of interest: personal growth/existential issues, eating disorders/body image, interpersonal/relationship issues, development and identity, LGBTQ issues, substance abuse/harm reduction, and multicultural concerns. Techniques: integrative, drawing heavily from dynamic (interpersonal), multicultural, humanistic, cognitive-behavioral and ACT frameworks.

Kayleen McGinley, B.A. (1998), Seattle University. Administrator. Manages the departmental budgets, human resources, and technology. Contact/liaison for trainees’ questions, and is able to assist trainees in navigating our department and the University system.

Clinical Staff

Laura Boye, Psy.D. (2016), PGSP-Stanford Psy.D. Consortium. Clinical psychologist and Veteran Support Counselor, License #PY60845021 (WA).

Amy Collins, Ph.D. (2009), Texas A&M University. Residential Life Liaison and Counseling Psychologist, License #PY60321662 (WA). Types of counseling: individual, couple and group. Areas of interest: crisis intervention, trauma, self-growth, all aspects of diversity, family of origin concerns, world view and belief systems, and interpersonal concerns. Techniques: integrative approach drawing primarily from interpersonal, developmental, and cognitive-behavioral theories, and often incorporating mindfulness, always with an overarching focus on collaborative, individualized interventions.

Sara Dale, Psy.D. (2003), Forest Institute of Professional Psychology. Clinical Psychologist, License #PY00003088 (WA). Types of counseling: individual, couple and group. Areas of interest: women’s issues, eating disorders, body image, depression, and relationship/identity exploration. Techniques: integrative with a multicultural, interpersonal emphasis.

Tomomi Ito, M.A. (2016), Bastyr University. Case Manager and Mental Health Therapist, License #LH60914208 (WA).

Mandy Lu, Psy.D. (2019), University of Indianapolis. Mental Health Therapist.

Ronald Ma, Psy.D. (2016), Springfield College.Counseling Psychologist, License #PY60805024 (WA). Types of counseling: individual, couple, and group. Areas of interest: depression, anxiety, cultural concerns, relationship/interpersonal/social skills concerns, family of origin issues, first-generation college students, identity exploration, trauma, spirituality and religion, addictive behaviors, masculinity and men’s issues, sexuality, LGBTQ issues. Techniques: integrative drawing primarily from cognitive-behavioral, psychodynamic, family systems, mindfulness, and multicultural counseling approaches within a developmental and feminist framework.

Andrea Salazar-Nuñez, Ph.D. (2017), University of Wisconsin-Madison. Counseling Psychologist, License #PY60878190 (WA). Types of counseling: individual and group.  Areas of interest: multicultural issues, non-traditional and underrepresented student issues (including undocumented students), students of color, first-generation college students, women’s issues, intersectionality, LGBTQ+, Chicana/o and Latinx student issues, identity development, values/motivation, grief/loss, and anxiety and depression. Techniques: multicultural grounded ACT therapy approach with an emphasis on interpersonal (dynamic) processing.

Scott Shiebler, Ph.D. (2003), Seattle Pacific University; M.S.W. (1989). Counseling Psychologist, License #PY00003187 (WA); Licensed Independent Clinical Social Worker, License #LW0004691 (WA). Types of counseling: individual, couple, and group. Areas of interest: development and identity concerns, men’s issues, trauma, grief and loss, lesbian, gay, bisexual, and transgender issues. Techniques: integrative with emphasis on interpersonal, psychodynamic, and developmental approaches.

David Slagle, M.S. (1985), Seattle Pacific University. Licensed Marriage and Family Therapist, License #LF1108 (WA). Types of counseling: individual, couple, and group. Areas of interest: identity development, depression and anxiety, relationship difficulty, cultural adjustment, life transitions, LGBTQ issues, grief and loss, trauma, family and bicultural concerns, and wellness. Techniques: integrative approach drawing from Interpersonal, Systems, Emotion-Focused, and Cognitive-Behavioral Therapies.

Iris Song, Psy.D. (2010), The Chicago School of Professional Psychology. Clinical Psychologist, License #PY60639248 (WA). Types of counseling: individual and group. Areas of interest: international aid and empowerment, trauma, grief/loss, transition, interpersonal/relational concerns, issues of self/identity, and acculturation. Techniques: contemporary relational psychodynamic psychotherapy. Fluent in Korean language.

Caitlin Stanaway, Psy.D. (2013), The Chicago School of Professional Psychology. Clinical Psychologist, License #PY60531204 (WA). Types of counseling: individual, couple, and group. Areas of interest: women’s issues, trauma, anxiety, depression, relationship/identity exploration. Techniques: humanistic, interpersonal, and psychodynamic with a cultural and developmental emphasis, utilizing mindfulness and ACT frameworks.

Yuxin Sun, Ph.D. (2019), Auburn University. International Student Specialist and Mental Health Therapist.

Anne Swenson, Ph.D. (2007), Case Western Reserve University. Clinical Psychologist, License #PY00003692 (WA). Types of counseling: individual and group. Areas of interest: anxiety, life transitions, stress management, depression, eating concerns, psychological assessment, and trauma. Techniques: integrative, drawing heavily from cognitive-behavioral, interpersonal, and developmental frameworks.

Support Staff

Pisey Keo, Program Assistant.

Kevin Mason, B.S. (2013), California Lutheran University. Program Coordinator.

Lena Scott, B.A. (2004), The Evergreen State College. Program Assistant.

Professional Psychology Interns 2019 – 2020

Gianna Galindo, M.A. Doctoral candidate at Alliant International University, California School of Professional Psychology.

Nicole Montes, M.A. Doctoral candidate at the Illinois School of Professional Psychology, Argosy.

Alexander Shappie, B.A. Doctoral candidate at the Virginia Consortium Program in Clinical Psychology.

What is the developmental model?

The doctoral internship training program at UWCC is based on a developmental model of training. The professional training model and educational philosophy of the internship program is to provide training grounded in the core competencies and the scientific principles of the profession, with an emphasis in the area of applied practice. The internship training program has, at its foundation, a belief that trainees learn best in a supportive, challenging, experiential, and didactic training environment in which the relationship between the trainees and the trainers is paramount. Training staff affirm that trainees are engaged in a developmental process, and offer a variety of graduated and sequential training experiences including strong supervisory and mentoring relationships. Our objective is to support and train psychology doctoral students’ transition into competent, ethical, independently functioning psychologists who will contribute to the welfare of society and to the profession. The developmental training model encourages trainees to engage in graduated “learning by doing” that is enhanced and deepened with seminars and consultations.

What is the culture like at UWCC?

Prior interns have described the culture at UWCC to be busy, supportive, challenging and fun. UWCC is a fast-paced counseling center that serves many students daily. Whereas training staff understand and acknowledge the embedded hierarchy in a training program, interns have reported that the culture still felt collegial and collaborative, with the environment being team-oriented, consultative and friendly.

What type of assessments will I complete as an intern?

The psychological assessment UWCC interns perform is a psycho-diagnostic assessment, utilizing the therapeutic assessment model developed by Stephen Finn. The Assessment Coordinator, Anne Swenson, will teach seminars and have subsequent readings so interns grow comfortable utilizing the MCMI III, the MMPI-2 and the Thematic Apperception Test. You will be given an opportunity to complete these assessments twice during your internship year, as opportunities permit. Interns will also be trained in career counseling and assessment using the Myers-Briggs Type Indicator and the Strong Interest Inventory, and will have opportunities to utilize these career assessments.

What is an emphasis area?

An emphasis area can be either a type of service or a particular clinical issue that you want to gain greater expertise with. Emphasis areas can be either half-year or full-year, depending on the topic. Each intern is able to choose one of the emphasis areas that are offered by staff and will meet with his/her emphasis area supervisor weekly. Emphasis area tasks can range from facilitating a group, to working with a particular committee on campus, to learning a new therapeutic technique. Typically, emphasis areas that are offered are training and supervision at a university counseling center, trauma, mindfulness, couples therapy, and multi-cultural issues. Staff availability, intern interests, and the needs of the center are determinants in which areas of emphasis are offered.

Generally speaking, what have former interns said about their experiences at UWCC?

We highly recommend that applicants contact current interns to gain perspectives on what training here can be like. We think it is best for all parties when interns are able to have fuller knowledge about what we offer and which areas of training are more limited. Our staff recognize that internship is the capstone of your doctoral-level education, and interns should expect to feel supported as a trainee. UWCC is a busy and rigorous environment. Each intern who comes to our internship site will have specific skills and experiences that will both benefit the clinical team as well as the University community. Interns have noted that the feedback they offer the team about their experiences is taken seriously and held with integrity. Many interns also have said they feel integrated as part of the UWCC team.

What characteristics would be best for an UWCC intern to have?

Interns that report having a successful and beneficial year at UWCC usually have 1) self-awareness to accurately assess both strengths and areas of growth and utilize this knowledge to be able to sculpt their training experiences and needs; 2) the ability to balance being a trainee and a professional—able to learn, ask questions, seek guidance, and absorb the information being provided while also developing confidence in their skills and strengths and abilities to contribute to the mission of the UWCC; 3) time management and the ability to handle a busy and rigorous year of training; 4) interest in the training provided by the UWCC and the role and duties of a health service psychologist; and 5) self-care coping strategies. Please note that this is not an all-inclusive list!

How is self-care for interns supported?

There are several ways that an internship at UWCC will offer self-care activities. First, as an intern you are offered the excellent health benefits that permanent staff are offered. Secondly, interns are also eligible for University holidays and personal holidays, as well as sick time and annual leave. The UWCC is a center that also likes to have fun, and there is a Celebrations Committee that manages the many annual events we offer throughout the year (i.e. annual picnic, quarterly games night, etc.). For instance, interns are invited to participate in our birthday buddy system in which a staff member volunteers to help celebrate your birthday.

Is it true that it rains all the time in Seattle?

Actually, a lot of Seattle residents are drawn to the area because of the weather. It does rain frequently, especially during the late fall and winter months. However, the rain tends to be lighter and does not usually accumulate. The rain equates to an overall cooler temperature as well as a lush landscape. A lot of our interns appreciate living in Seattle because of the environmental beauty of the Northwest. We are surrounded by gorgeous mountains and near Puget Sound. Seattle also has major lakes (Lake Washington, Lake Union, and Green Lake) where boating, swimming, and walking trails are available. Seattle is also known for its coffee roasting, craft beer industry, and music scene, and there are endless affordable activities to do in the city. Seattle also has an extensive bus system as well as bicycle lanes within the streets, so many residents are able to live here without a car.

Approximate match dates for 2020-2021 internship year

A complete schedule of Match dates may be found on the National Matching Services Website.

Phase I

February 7, 2020

Phase I Rank Order List Deadline: Deadline for submission and certification of Rank Order Lists. All lists must be finalized and certified by 11:59 pm Eastern Time on this date. No applicant or program registrations for the Match can be accepted after this date.

Friday, February 21, 2020

APPIC Phase I Match Day: Results of the Match are released to applicants and training directors.

Phase II

February 21, 2020

The list of programs with unfilled positions in Phase I of the Match is posted on the NMS web site. Applicants who are eligible to participate in Phase II of the Match may submit applications to programs that are participating in Phase II.

February 27, 2020

The application submission “deadline” for Phase II. All programs participating in Phase II of the Match must accept applications until this deadline. Programs may elect to continue accepting applications beyond this deadline, but are not required to do so. Programs participating in Phase II may begin to view and download applications.

March 16, 2020

Phase II Rank Order List Deadline: Deadline for submission and certification of Rank Order Lists for Phase II of the Match. All lists must be finalized and certified by 11:59 pm Eastern Time on this date.

March 23, 2020

APPIC Phase II Match Day: Results of the Match are released to applicants and training directors.

Post-match vacancy service

March 2020

The APPIC Post-Match Vacancy Service begins operating and remains open through October 2020.

Appic Match Policies: 2019 – 2020 (reprinted with permission)

1. These policies apply to all participants in the APPIC Match and Post-Match Vacancy Service, including APPIC member internship programs, non-APPIC member internship programs, and student applicants and their doctoral program faculty.

1. All participants shall abide by their agreements with APPIC for participation in the APPIC Match.
2. Internship training directors must ensure that all people involved in recruiting or selecting interns understand and adhere to these policies.
3. Directors of APPIC Doctoral Program Associates and other doctoral programs with students participating in the APPIC Match must ensure that their students understand and adhere to these policies.
4. Violations of APPIC Match Policies or Match Agreements by applicants or programs may result in sanctions by APPIC (e.g., being barred from future Matches) or legal action by other Match participants. In addition, violations by applicants may result in disciplinary action by the applicants’ graduate and/or internship programs.

• Internship programs must offer all of their internship positions in Phase I of the APPIC Match.
  1. Positions for which funding is not assured should not be offered in the Match.
  2. Positions that are left unfilled in Phase I of the Match must be offered in Phase II of the Match, in accordance with paragraph 8 and its subparagraphs below.
  3. Positions that are not offered in Phase I of the Match, such as positions for which funding becomes assured after the Phase I Rank Order List deadline or newly created positions, may be offered in Phase II of the Match, in accordance with paragraph 8 and its subparagraphs below.
  4. Positions that are not offered in Phase I or Phase II of the Match can be communicated and/or offered to applicants only after the results of Phase II of the Match are released, in accordance with paragraph 9 and its subparagraphs below.
• For both Phase I and Phase II of the APPIC Match, the AAPI Online application service must be used by applicants to apply to all internship programs that are participating in the Match. For both Phases of the Match, all applications must be submitted using the AAPI Online, and no site may request a printed copy of an applicant’s application materials.
  1. Internship programs and applicants must abide by the APPIC AAPI Online Supplemental Materials policy, which states that the only supplemental materials that may be requested by internship programs or submitted by internship applicants are (a) a treatment or case summary, and (b) a psychological evaluation report.
  2. All programs participating in Phase II of the Match must accept applications until the application deadline for Phase II established by APPIC. Programs may elect to continue accepting applications for Phase II beyond the application deadline, but are not required to do so.
• For Phase I of the Match, internship programs that conduct on-site or telephone interviews must make a reasonable effort to notify every applicant who submits a complete set of application materials as to his/her interview status.
  
  1. Sites that conduct open houses to which all applicants are invited and conduct no other interviews are exempt from this interview notification requirement (this process should be clearly stated in the APPIC Directory Online and/or sites’ publicity materials).
  2. Notification of interview status for Phase I of the Match must occur no later than the interview notification date that appears in the program’s APPIC Directory Online listing and/or other publicity materials, and may be communicated via e-mail, telephone, regular mail (to be received no later than the interview notification date), or other means.
  3. For Phase II of the Match, notification of interview status is not required.
     
     
• Participants in the APPIC Match, including applicants and internship programs, may not communicate, solicit, accept, or use any ranking-related information pertaining to either Phase of the Match prior to the release of the results for Phase II of the Match.
  1. Internship programs must include the following statement on their web sites and in their brochures: “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.”
  2. Internship programs may choose to inform applicants as to whether or not the applicants remain under consideration for admission (e.g., whether or not the applicants will be ranked) but may not communicate any other ranking information. The spirit of this item precludes any communication of rankings for either Phase of the Match prior to the release of the results for Phase II of the Match, however “veiled” or indirect such communication might be. However, sites and applicants are allowed to communicate about matters that do not involve the sharing of ranking information.
  3. Internship programs and applicants may never solicit information regarding applicants’ and programs’ rankings at any time, either during the Match or after the Match results are released.
  4. Internship sites that offer more than one program in the APPIC Match (i.e., sites with more than one program code number) are expected to ask applicants to identify the site’s programs to which they are applying. In addition, these sites may, for the sole purpose of arranging interviews, ask applicants to designate their preferences regarding the programs at the site for which they wish to be interviewed. These sites may request interview preference information only when it is essential for making interview arrangements, and such information may not be used for any other purpose in the selection process. Furthermore, these sites may not solicit any information about applicants’ final rankings of programs. Sites requesting interview preferences must state clearly in their written materials that these preferences will be used for arranging interviews only and for no other purpose.
  5. Any ranking information that is communicated between applicants and internship programs, even though such communication is a violation of these policies, is non-binding and may be changed at any time prior to the Rank Order List submission deadline. The only binding rankings are the confidential Rank Order Lists that are submitted to the APPIC Match.
  6. Internship programs may choose to provide applicants with information about the size of the applicant pool.
• Results of the APPIC Match constitute binding agreements between applicants, internship programs, and APPIC that may not be reversed without APPIC’s consent.
  1. Failure to receive timely notification of the APPIC Match results, for any reason, does notconstitute a release from the obligations of the APPIC Match.
  2. Appointments of applicants to internship positions may be contingent upon the applicants satisfying certain eligibility requirements. Such eligibility requirements must be clearly specified in the internship programs’ written materials and provided to applicants in advance of the deadline for submitting rankings for the APPIC Match.
  3. Internship training directors are encouraged to contact matched applicants by telephone as soon as possible after (but not before) 11:00 a.m. Eastern Time on the APPIC Match Day for each Phase of the Match. On each APPIC Match Day, no contact between internship sites and matched applicants should occur prior to 11:00 a.m. Eastern Time.
  4. It is not necessary for internship training directors to contact applicants with whom they have not been matched.
• Internship training directors must put in writing their appointment agreements with matched applicants in letters postmarked or e-mailed no later than 7 days following receipt of the APPIC Match results for each Phase of the Match.
  1. Letters must be addressed to the applicants and must include confirmation of conditions of the appointment, such as stipend, fringe benefits, and the dates on which the internship begins and ends.
  2. Copies of these appointment letters must be sent simultaneously to applicants’ academic training directors.
• Positions that remain unfilled in Phase I of the Match must be offered in Phase II of the Match to applicants who do not obtain a position in Phase I. Positions not offered in Phase I of the Match, such as positions for which funding becomes assured after the Phase I Rank Order List deadline or newly created positions, may also be offered to eligible applicants in Phase II of the Match.
  1. All applicants who register for Phase I of the Match and who do not obtain a position in Phase I (e.g., those who withdraw or remain unmatched) are eligible to participate in Phase II of the Match. Applicants who match to a position in Phase I are not eligible to participate in Phase II. Applicants who do not register for Phase I cannot register for or participate in Phase II.
  2. All positions at an internship site that remain unfilled in Phase I of the Match must be offered to applicants in Phase II of the Match. A site can decide not to offer an unfilled position in Phase II only if it decides not to fill the position in the program for the coming year (e.g., anticipated loss of funding, shifting of funding to other purposes). Removing an unfilled position from Phase II of the Match for any other reason requires APPIC approval.
  3. Internship programs with positions that are offered in Phase II of the Match may not take any actions to fill these positions prior to 11:00 a.m. Eastern Time on APPIC Phase I Match Day. Applicants who do not obtain a position in Phase I of the Match, along with other individuals acting on their behalf (e.g., doctoral program faculty), may not contact internship programs about available positions prior to 11:00 a.m. Eastern Time on APPIC Phase I Match Day. All applications to programs for Phase II of the Match must be submitted using the AAPI Online, as specified in paragraph 3 above.
• Upon completion of both Phases of the APPIC Match, internship programs that have one or more open positions may then make other direct offers of admission (verbal or written) to applicants who are not already matched or to applicants who did not participate in the APPIC Match. Applicants who are not matched to a position may then receive other direct offers of admission.
  1. Internship programs that have or anticipate having open positions after completion of Phase II of the Match may not take any actions to fill these positions prior to 11:00 a.m. Eastern Time on APPIC Phase II Match Day. Applicants who are not matched to a position after completion of both Phases of the Match, along with other individuals acting on their behalf (e.g., doctoral program faculty), may not contact internship programs about open positions prior to 11:00 a.m. Eastern Time on APPIC Phase II Match Day.
  2. Prior to making offers to fill open positions, internship training directors must verify with applicants, to the best of their abilities, that the applicants have not previously been matched to other internship programs nor accepted other offers.
  3. Prior to making offers to fill open positions, internship training directors must ensure that doctoral programs have verified their applicants’ eligibility and readiness for internship. Such verification can occur via a review of the appropriate application materials and/or via direct communication with the doctoral programs.
  4. Applicants may not accept an offer if they have been matched or have already accepted an offer from another internship program.
  5. An offer (verbal or written) that has been tendered by an internship program and accepted by an applicant constitutes a binding agreement between the program, the applicant, and APPIC that may not be reversed without APPIC’s consent.
  6. The internship training director must put in writing the appointment agreement with the applicant in a letter postmarked or e-mailed no later than 7 days following acceptance of the offer by the applicant, as described in paragraphs 7a and 7b above.
• Individuals who perceive violations of these policies are urged to request compliance with APPIC policies from the appropriate party (parties).
  1. Unresolved compliance problems should be resolved informally, whenever possible, through consultation among applicants, internship training directors, academic training directors, and/or APPIC, or by other informal means. APPIC sponsors an “Informal Problem Consultation” process (described on the APPIC web site) that is recommended for use in addressing these issues.
  2. Internship training directors who become aware of violations of these policies by other internship training directors should (a) urge the affected applicants and academic training directors to follow the informal resolution procedures described above, (b) directly contact the other internship training directors, and/or (c) use the APPIC “Informal Problem Consultation” process.
  3. Perceived violations of APPIC Policies and/or the Match Agreement that are not resolved through the APPIC “Informal Problem Consultation” process may be reported as a formal complaint to the APPIC Standards and Review Committee (ASARC).
• If a formal complaint is filed with APPIC regarding an alleged violation of these policies, the APPIC Standards and Review Committee (ASARC) will evaluate the allegations and recommend an appropriate course of action to the APPIC Board of Directors. The APPIC Board of Directors is the body that ultimately determines the course of action. ASARC policies are described on the APPIC web site. Formal complaints regarding violations of APPIC policies should be filed by submitting an ASARC Complaint Form (available from the APPIC web site) to:
  

  Chair, APPIC Standards and Review Committee
  17225 El Camino Real
  Onyx One – Suite #170
  Houston, TX 77058-2748
  Phone: (832) 284-4080
  Fax: (832) 284-4079
  

Copyright © 2015 Association of Psychology Postdoctoral and Internship Centers (APPIC).

NOTE: APPIC members, and non-APPIC members who participate in the APPIC Match, may reprint the APPIC Match Policies in their program materials and brochures by stating “Reprinted with permission.”