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Doctoral Internship Program in Health Service Psychology

The UW Counseling Center offers a Doctoral Internship in Health Psychology. Here you will find information pertaining to this opportunity. Please note this opportunity is specific to doctoral level candidates. The internship matching program code is 162011.

Doctoral internship program overview 

We are pleased that you have chosen to review our website describing our APA-Accredited Doctoral Internship Program in Health Service Psychology at the University of Washington Counseling Center. Our internship is a full year starting on August 16th and concluding on August 15th of the following year. Intern stipends are budgeted at $35,568 for 12 months. We hope that the following pages are useful to you in your search for the right fit for your interests and needs when selecting an internship. We have also included the Intern Handbook to provide any additional information you may need.

We are very excited about our training program, and continue to develop and grow. Interns who enter our internship program are exposed to a wide range of possibilities with the goal of furthering each intern’s professional growth. Interns are involved in individual therapy, group therapy, consultation, crisis work, outreach and workshop presentations, career counseling and therapeutic psychological assessment.

We are delighted to announce that our doctoral internship program received accreditation by the American Psychological Association on November 18, 2011. We are also members of the Association of Counseling Center Training Agencies (ACCTA) and the Association of Psychology Postdoctoral and Internship Centers (APPIC), and participate in the APPIC Match process for our internship.

We expect that you will find the information you need to create thoughtful deliberation about our internship within this website. However, if you have any questions about our internship training program, please don’t hesitate to contact me by telephone at 206.543.1240 or e-mail me at charisse@uw.edu (e-mail is preferred). I will be happy to discuss our internship training program with you!

We are aware that the internship application process is a stressful endeavor for intern applicants. We want to wish you the best in reviewing, researching, writing, and submitting your application. We hope that you give our site careful consideration when deciding where you might apply–and later in the process–where you might choose to go for your doctoral internship. We welcome your application.

Regards,

Charisse Williams, Ph.D.
Training Director/Assistant Director

Our program

Mission statement

The Counseling Center, acting in support of the academic and student development missions of the University of Washington and the Division of Student Life, is committed to the triad of service, training, and research.  Therefore, we are steadfast in our goal of meeting the needs of a variety of people, including students of diverse racial, ethnic and national backgrounds, sexual/affectional orientations, gender identities, physical and mental abilities, languages, ages, religious/spiritual beliefs and socioeconomic backgrounds.  The Counseling Center applies the skills of education, counseling, and psychology with the highest degree of professional competence and commitment to facilitate the academic, career, and personal development of students, and to intervene in psychological crises at the University.  In order to accomplish this mission, the Center provides a full range of psychological and counseling services, including:  personal counseling, career counseling, crisis intervention, outreach programming, and career and therapeutic psychological assessment.

Lastly, the Counseling Center staff engages in applied research and evaluation activities that focus on counseling processes and outcomes, and on the evaluation and development of Counseling Center services and programs.

Clientele served

Students representing a wide range of cultural and ethnic backgrounds are seen at the Center.  Many of the students present with a variety of symptoms and syndromes including affective disorders, relationship problems, eating disorders, substance abuse, and some with more long-standing psychological disturbances.  Additionally, many students seeking services at the Counseling Center present with developmental problems typical of a college student population.

The University and surrounding environment

The University of Washington opened in 1861, on a ten acre tract of hilly wilderness that is now in the heart of downtown Seattle.  In 1895, classes began at the present campus, beside Lake Washington, Portage Bay, and Lake Union.  Today the campus includes many beautiful buildings and gardens, and the institution enjoys an international reputation for its research, graduate programs, and medical school.  The UW enrolls approximately 45,000 students, of whom about one-third were graduate and professional students.  Many of these students commute to the University daily and represent a culturally and ethnically diverse student population.

Surrounded by national parks, forests, and mountains, the greater Seattle area offers its two million residents the cultural and economic diversity of a major city amidst abundant recreation opportunities, and a mild climate in which to enjoy it all.

Training philosophy

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.

Intern orientation

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.

Direct services

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.

Training activities

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.

Intern time allocations

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

 

Direct Service

*Average Hours Per Week

Average Percent of Time

Individual/Couple Therapy

 16

40.0

Intakes

3.0

10.0

Group Counseling (if no group, add 2 hours to individual counseling)

2.0

5.0

Consultation to University (as needed)

0.5

1.0

Workshops and Outreach

1.0

2.5

TOTAL DIRECT SERVICE AVERAGE

22.5

56.0

Training Activities

*Average Hours Per Week

Average Percent of Time

Individual Supervision (primary and emphasis area)

3.0

7.5

Supervision Preparation

1.0

2.5

Group Supervision/Clinical Teams

1.5

4.0

Supervision of Group Counseling (with Group Co-Facilitator)

0.5

1.0

Case Presentation (two per year)

0.5

1.0

Intern Seminars

2.0

5.0

Therapeutic Assessment 

0.5

1.0

Meeting with Training Director or Intern Cohort Meeting

1.0

2.5

Professional Development

See category of Professional Development

TOTAL TRAINING ACTIVITIES AVERAGE

10.0

25.0

 

Administrative Activities

*Average Hours Per Week

Average Percent of Time

Staff Meetings

1.0

2.5

Committee Meetings

1.0

2.5

Intern Selection

0.5

1.0

Case Management/Recordkeeping

4.0

10.0

TOTAL ADMINISTRATIVE ACTIVITIES AVERAGE

6.5

16.0

Professional Development Activities

*Average Hours Per Week

Average Percent of Time

Professional Development Activities

1.0

2.5

TOTAL PROFESSIONAL DEVELOPMENT ACTIVITIES AVERAGE

1.0

2.5

TOTAL FOR ALL INTERN ACTIVITIES

40.0

99.5

*These numbers are averages; therefore they will not always add up to exactly 40 hours per week or 100%. In addition, interns accrue professional development time up to 4 hours per week for all other professional development activities. 

Counseling center staff

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.

Intern applicant FAQs

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.

Admissions, support and initial placement data

Our National Computer Match Program Code number is 162011

Admissions

While the primary function of the Counseling Center is to provide counseling services to students of the University of Washington, the Counseling Center maintains a strong commitment to facilitating each intern’s transition from trainee to professional psychologist. Thus, we are looking for people who are flexible and interested in learning, but who also have the training, experience, interpersonal skills, counseling skills, and maturity to offer quality services under the supervision of our professional staff. Specifically, we require the following:

  • Candidates must be from APA or CPA accredited programs in psychology.
  • Candidates must have majored in counseling or clinical psychology, and must have completed all required courses for the doctorate (at least three years of graduate study)
  • Candidates must have provided a minimum of 500 hours of direct contact experience to clients accrued before the application deadline of November 1st. There is no minimum for assessment hours.
  • Candidates must have passed their doctoral qualifying examinations by the application deadline of November 1st and be certified by their academic director of training as ready for the internship experience.
  • Candidates must have had their dissertation proposal approved by the application deadline of November 1st.
  • It is not a requirement that candidates must have defended their dissertations by our application deadline, but there is a strong preference that applicants will have completed their dissertations before the start of internship.  The doctoral internship is an intensive learning experience and interns are more able to focus on the internship if the work on their dissertations is completed as they will likely have more energy and time for self-care.
  • Interns at the University of Washington Counseling Center receive ongoing evaluative feedback from supervisors throughout the training year. These evaluations are quite comprehensive in nature, are based on our program’s training model, philosophy, goals and objectives, and the profession-wide competencies and benchmarks established by our profession. Some doctoral programs require their students to have additional training contracts and/or evaluations completed by their internship programs. The University of Washington Counseling Center internship does not enter into training contracts with academic training programs, and the UWCC supervisors do not complete evaluations on interns developed by academic training programs. Your program may choose to use the data from the University of Washington Counseling Center’s evaluations to complete their own forms. You are strongly encouraged to consult with your Director of Clinical Training or the University of Washington Counseling Center Training Director if you have questions about this policy.
  • Candidates should be prepared to work with clients with various presenting issues/concerns and intersecting identities. As a staff, we are deeply committed to developing our own multicultural competencies as well as promoting social justice and cultural humility for ourselves and those of our doctoral psychology interns. An understanding of the impact of culture is integrated into every aspect of the work we do in direct services, training, scholarly activity and research. We define culture and diversity broadly, allowing our definition to encompass racial and ethnic differences, gender and gender identity, sexual orientation, socioeconomic status, nationality, acculturation, religious affiliation, ability status and so forth. Comprehensive understanding of the impact of culture is seen by our staff as an integral ingredient of competent psychological practice. We ascribe to APA’s position statement “Preparing Professional Psychologists to Serve a Diverse Public: A Core Requirement in Doctoral Education and Training” which can be found at http://www.apa.org/pi/lgbt/resources/policy/diversity-preparation.aspx. We train interns to be well-rounded professional psychologists with the profession-wide competencies to serve clients representing different forms of diversity. In providing this training, we commit ourselves to creating a supportive training environment that allows for self-exploration and the development of cognitive flexibility. All of our doctoral psychology interns are required to engage in learning about the range of multicultural competencies, oppression and privilege and interns must demonstrate willingness to serve people who represent the full range of intersecting identities.  Refusal to engage in these efforts, or meet the required competency level for interns may result in remediation and/or dismissal from the program.

Selection process

Online application materials are screened by an intern selection committee. Applicants are rated by this committee based on their online materials. Applicants whose training, experience and professional goals most closely parallel the training opportunities available at the UW Counseling Center will be invited to participate in a Zoom or telephone interview. The training program at the UW Counseling Center adheres to the Association of Psychology Postdoctoral and Internship Centers’ (APPIC) guidelines regarding offers and acceptances. Our Center participates in the APPIC Matching Program for Psychology Internship Positions. For additional information regarding the APPIC Internship Matching Program, you may contact www.natmatch.com/psychint.

If you are matched with our site, the University will conduct a national criminal conviction background check at no cost to you. You will complete a self-disclosure questionnaire that will be submitted to UW Human Resources. While hiring is contingent upon successful completion of a background check, a criminal conviction is not an automatic bar to being hired at the Counseling Center. Eligibility for hiring will be determined by the Counseling Center administration in consultation with UW Human Resources. Applicants who match to our program but do not successfully pass this background check will not be hired as doctoral psychology interns (see APPIC Match Policy 6b). See RCW 43.43.830 for relevant Washington state regulatory guidelines/definitions.

Application procedures

Applications reviewed will include the following:

  • AAPI Online* (Application for Psychology Internship) with the following elements attached:
    • Cover letter describing how you would be a good fit.  Please be specific about your goals for internship and how our particular program will help you meet these goals
    • Curriculum vitae
    • All graduate transcripts
    • Three letters of recommendation: at least two of which must be from clinical supervisors, and at least one supervisor must have viewed the applicant’s counseling either live or by electronic video recordings.

*Our site requires the AAPI Online, which may be accessed at www.appic.org.

**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.

*** All materials MUST be available for review online by NOVEMBER 1st, by  11:59 p.m. Pacific Standard Time*** 

Financial and other benefit support for the upcoming training year

Annual stipend/salary for full-time interns:             $33,200
Annual stipend/salary for part-time interns:            N/A
Program provides access to medical insurance     Yes
Trainee contribution to cost required                      No
Coverage for family member(s) available               Yes
Coverage for legally married partner available       Yes
Coverage for domestic partner available                Yes

Hours of vacation time off & personal holidays       184*
Hours of sick time off                                               80*

*All time off needs to be approved by the TD and it is strongly encouraged that interns allocate of week of vacation time off for the last week of internship. Please be mindful of the 2000 hour requirement when requesting time off (see leave policies).

In the event of medical conditions and/or family needs that require extended leave, the program allows reasonable unpaid leave to interns in excess of vacation and sick time off. This happens with negation with UW’s Human Resources and the TD.

Other benefits (some are optional):

Dental and vision insurance
Life insurance
Short-term and/or long-term disability insurance
10 paid state holidays
Access and use of library and library resources, recreational facilities and a discounted public transportation pass (called the U-PASS)

Initial placement data 2016-2019

Total number of interns who were in these three cohorts: 9
Total number of interns who did not seek post-internship employment because they returned to their doctoral program/are completing dissertations/degree requirements: 0

 

 

Post-Doc Position

Employed Position

Community mental health center

1

0

University counseling center

5

0

Independent practice

0

1

Veteran Affairs (VA)

0

0

Psychiatric hospital

0

0

Federally qualified health center

0

0

Independent primary care facility/clinic

1

0

Military health center

0

0

Academic health center

0

0

Other medical center or hospital

0

0

Academic department/university

0

1

Community college or other teaching setting

0

0

Independent research institution

0

0

Correctional facility

0

0

Not currently employed

0

0

Changed to a different field

0

0

Unknown

0

0

Equal opportunity and disability accommodation

The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam era veteran in accordance with University policy and applicable federal and state statutes and regulations.

The University of Washington is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities.

To request disability accommodation in the application process, contact the Disability Services Office at least ten days in advance at:

  • 206-543-6450/Voice
  • 206-543-6452/TTY
  • 206-685-7264 (FAX)
  • dso@uw.edu

APPIC match dates

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

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

The following policies will guide the APPIC Match and Post-Match Vacancy Service. Adherence to these policies is a condition of membership in APPIC and of participation in the APPIC Match and/or Post-Match Vacancy Service.

Phase I of the Match

  • The Rank Order List Submission Deadline will occur in February 2020.
  • Results of the Match will be released on APPIC Phase I Match Day in February 2020.


Phase II of the Match

  • The application deadline (see Policy 3b) will be the end of February 2020.
  • The Rank Order List Submission Deadline will be in March 2020.
  • Results of the Match will be released on APPIC Phase II Match Day in March 2020.
  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.”

Counseling Center

Phone
206.543.1240

Address
401 Schmitz Hall

Hours

M, W, Th, F: 9 a.m. – 4 p.m.
T: 10 a.m. – 4 p.m.

Questions about our APA accreditation status?

APA Commission on Accreditation
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242

Phone: 202.336.5979
TDD/TTY: 202.336.6123
Fax: 202.336.5978
Email: apaaccred@apa.org

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