KANSAS STATE
UNIVERSITY
PRE-DOCTORAL PSYCHOLOGY INTERNSHIP
Fully accredited by the American Psychological Association
Setting | Program | Supervisors | Past Interns | Application
THE
INTERNSHIP
TRAINING PROGRAM
Administratively, the internship program is under the direction of the Training Committee which is composed of the Director of the CS, the Training Director, other psychologists and counselors on staff, and an intern representative.
Training Model and Underlying Values
As a staff, we value our training program and make training activities a very high priority. Our intrinsic goal is the development of ethical, competent, generalist psychologists trained in the scientist practitioner model, who are respectful of human diversity, and who contribute to their communities and to the field of psychology. Our educational focus is preparation in the applied practice of clinical and counseling psychology based upon the body of scientific knowledge and scientific principles of our profession. Our primary mode of training is "learning by doing." Consequently, we provide an array of training seminars, training supervisors, and training experiences with a practical, experiential approach. To the extent possible, we use the naturally occurring events in this university community as opportunities for training. These experiences often provide a valuable means of meeting training objectives.
Our internship program is committed to the following underlying values:
Value
#1: We are commited to training in a scientist-practitioner model,
and particularly the "local clinical scientist" model.
(Stricker & Trierweiler, 1995, See Appendix D)
Our internship subscribes to the scientist-practitioner
model, but emphasizes applied practice. Training is based upon bringing
the scientific knowledge base of psychology and the scientific attitudes
of the scientist to address all of our tasks as psychologists. We
recognize the value of local observations and local solutions to
problems, and these solutions are informed by the body of accumulated
scientific knowledge in psychology.
Value
#2: We are committed to a broad range of skill development encompassing
counseling, therapeutic, programmatic and educational interventions
Our aim is to train professionals who are
oriented toward the development of individuals as well as the remediation
of pathology. As a result, interns will be trained in areas such
as consultation, outreach, workshop development, and teaching along
with training in individual and group psychotherapy, assessment,
crisis intervention, diagnosis, and treatment planning.
Value
#3: We are committed to training in understanding and respecting
human diversity and to providing effective services to diverse clientele
Our belief is that interns must be prepared
to understand and competently provide clinical services to a diverse
student population. Interns will be asked to examine their own cultures,
beliefs, attitudes, and biases as they relate to providing services
to diverse clients. We provide training in this area through supervision
on diverse clients, diversity training seminar for interns, and
additional training seminars for the whole CS staff focused on areas
of diversity.
Value
#4: We are committed to facilitating the development of professional
identity and professionalism
Our intention is to help interns bridge from
the student role to forming a comfortable identity as a professional
psychologist. Our emphasis is on gaining self-knowledge, making
sound, ethical, clinical and personal judgements, demonstrating
sensitivity to cultural differences, and experiencing a sense of
responsibility to oneself, the community, and the profession. As
a staff, we facilitate this through mentoring and supervision, modeling,
and professional interaction.
Value
#5: We are committed to flexibility in developing each intern's
training program
Our internship combines required training
experiences in broadly applicable areas with elective training options
designed to meet individual interns needs, interests, and backgrounds.
Interns, with their supervisors and the Training Director, develop
training contracts each semester that specify individualized goals
and activities for each intern.
The Counseling
Services expects that all professional staff, interns, and practicum
students will adhere to and abide by the ethical standards of their
particular disciplines. While interns have traditionally taken formal
course work in ethics within the doctoral program, additional didactic
workshop training on ethics is provided for all staff. Specifically,
interns are expected to be familiar with and to abide by the following
APA standards: APA Ethical Principles of Psychologists,
Standards for Providers of Psychological Services,
the Specialty Guidelines for the Delivery of Psychological Services,
the Guidelines for Providing Services to Gay & Lesbian Clients,
and the Multicultural Guidelines.
Internship Training Activities
Direct Service Components
Individual
Psychotherapy
Individual psychotherapy is the primary focus for the internship
year. Interns typically see 13-17 individual psychotherapy clients
per week. The majority of clients are seen within our brief therapy
model, but a few clients may be seen long-term. Each intern’s
caseload varies depending upon other clinical activities (groups,
consultation, teaching), demand for services, and other factors.
Interns are assigned two primary supervisors with whom they meet
weekly for an hour (two hours total). Each intern’s caseload
is divided between the two supervisors so that each case has one
designated supervisor. In addition, interns are actively encouraged
to seek regular consultation with their supervisors throughout the
week, as the need arises. Our staff has an open door policy and
a strong commitment to training.
Group
Therapy
Interns typically lead or co-lead psychotherapy group during fall
and spring semesters. We offer a variety of process groups and psychoeducational
workshops throughout the year. Supervision of group work is provided
in biweekly group suvision. The following groups have been offered
in recent years:
General therapy
group
Stress management
Relationship therapy group
Eating disorders group
Women's Issues group
Couples
Therapy
Interns have an option to work with one or more couples. Senior
staff can either provide supervision or conduct co-therapy with
interns.
Crisis,
On-call
After hours emergency services are provided to Counseling Service
clients and other campus offices 24 hours per day. During after-hours
coverage, the on-call counselor carries a pager and a cell phone
and responds to crises calls. All senior staff and interns provide
this service, typically carrying the pager for a week at a time.
Interns provide coverage 6-8 weeks spread throughout the internship
year, with back-up coverage and supervision from senior staff. The
after-hours number is available to counseling service clients, and
several administrative departments within the university. We generally
average less than 1 call per week. In addition, our counseling service
provides daytime on-call services on site. Each intern provides
daytime on-call for one 4.5 hour time block during the week.
Assessment
and Psychological Testing
Interns are required to write at least 6 interpretive reports based
on objective personality measures. Assessment seminar meets biweekly
and helps hone skills in psychological assessment. Attention is
paid to integrating observations, interview and test data. Particular
focus is on integrating psychological testing into the therapeutic
process and on using psychological testing in a therapeutic manner
focused on clients’ needs, goals, and questions. We also focus
on models of therapeutic feedback, and report writing.
Providing
Supervision
Interns provide one-hour weekly individual supervision for a master’s
level counseling student. All supervision sessions are videotaped.
Supervision of supervision seminar meets weekly and combines didactic
training with review of videotapes and discussion.
Outreach
and Consultation
Our staff and interns are actively involved in outreach to the K-State
community. Typically, interns make at least two presentations per
semester. We encourage interns to develop presentations in areas
of interest to them. We are also frequently called upon to consult
with faculty and staff on student issues. Most of our staff have
an on-going liaison relationship with a department, housing hall,
or student service on campus. Interns are encouraged to become involved
in these consultation and liaison activities.
Teaching
There are several optional co-teaching possibilities in graduate
level courses in Counseling and Educational Psychology. Senior staff
and academic faculty provide supervision of intern teaching.
Research
We approach training in research with a mentoring model; therefore,
interns are encouraged to get involved with staff research projects
that interest them. Interns identify their own goals in research.
This can be work on their own dissertation, working on a research
committee within the counseling service or our on-going outcome
research, or designing and carrying out their own research project
with staff supervision. We provide an optional biweekly research
seminar to provide on-going support of our research efforts.
Other Training Activities
Training Seminar introduces interns and staff to a wide variety of topics in psychology. Staff and interns select topics. Some examples of past seminars include: ethics and managed care, empirically supported treatments for depression, anxiety, and substance abuse, DSM-IV diagnosis, group psychotherapy, and therapy with international students. Training seminar meets monthly for two or three hours.
Case Conference provides an opportunity for all staff and interns to present and review individual client cases and to process their own feelings and reactions. This weekly meeting allows for feedback in a supportive and colleagial environment. Conferences alternate between more informal small group sessions with minimal formal structure, and more formal, large group, grand rounds conferences which require a fairly complete written report on the case. Case Conference meets weekly and is required for all staff and interns.
Diversity Seminar
facilitates the development of multicultural competence in the multiple
professional roles of psychologists. This is accomplished through
continuing: (1) to integrate multicultural competencies and guidelines
into professional practice, (2) to build upon intercultural communication
skills, (3) to understand oneself as a cultural being, (4) to critically
review multicultural/diversity literature and products, and (5)
to understand the strengths and blindspots of one’s view of
multiculturalism and diversity. Seminar time is spent in processing
the impact of culture on all areas of practice. Interns are expected
to develop multicultural competence in individual, group, and career
counseling, teaching, supervision, assessment, consultation/outreach,
and research. The focus is on (but not limited to) American ethnic
groups, international cultures, gay-lesbian-bisexual culture, disability,
religious perspectives, gender, and socio-economic status. Diversity
seminar meets for a block of 12 weeks mid-year.
Interns are encouraged to have as much of their dissertation completed
as possible before they begin internship. The counseling services
support interns in their dissertation research efforts during the
internship. Interns tend to schedule dissertation time during the
"down" times for the agency (i.e., times when clinical
demands are lower) and during the summer. Additional support for
dissertation research include: Library and main frame computer access,
SPSS, and on-going support through research seminar.
Getting settled into a new
community can often be confusing and stressful. The first two-three
weeks of the internship are designed to aid our interns in their
understanding of and preparation for the tasks that will face them
during the year. A mix of structured and unstructured sessions are
scheduled ranging from meeting the staff to seminars on topics such
as crisis management and clinical assessment. By the third week
interns will be part of the program planning sessions with the entire
staff.
During the first three weeks
here, our interns are introduced to supervisors, internship activities,
and optional concentrated experiences. Our interns then formulate
their own goals, in consultation with their supervisors and the
Training Director. This is formalized in a written training plan
each year. This written agreement can be updated during the year
if the intern and the supervisor see a need.
Sample Weekly Schedule
Because parts of the training agreement are individualized depending on the needs/interests of the intern and the service needs of the Center, the amount of time spent in each category may vary slightly from the sample below.
Generally, interns will
devote about 23 hours per week to direct service activities. These
include such things as individual and group therapy, assessments,
preparation and note-keeping, and emergency on call services. Another
6 hours per week will include activities in the consultation/outreach/teaching
area. Training seminars, supervision, and in-service activities
are allotted about 8 hours per week for interns. Finally, interns
receive 2 hours per week of elective activity time. This elective
activity may include reading, dissertation research, involvement
in a concentration area, or other activities agreed upon by the
intern and the training director and supervisor.
SAMPLE WEEKLY SCHEDULE
| % | Hrs | Purpose | ||
| Direct Service: | ||||
| 45 | 18 | Individual and group counseling and therapy (13-17 individual clients and 1 group), paperwork, writing reports, preparation. You will need to schedule a minimum of twelve clinical hours weekly at the start of the semester and will need to expand your clinical hours by a minimum of two hours per week during peak tims of clinical demand. During fall semester peak demand begins in mid-October and continues until semester final exams. During spring semester, peak demands around the first week in February and continues until finals week. | ||
| 10 | 4 | Group Counseling: (1 group per semester) Group is optional but highly encouraged. Providing group therapy need not be counted in your 3-4 hours of optional activities. | ||
| 10 | 4 | On-Call: (One half day block per week.) Being available for "walk-in" questions, intakes, or crisis situations for a specified block of four hours per week. | ||
| 10 | 4 | Consultation/Outreach/Teaching: Includes such activities as developing and delivering outreach presentations, required teaching, consulting with faculty, staff and other outside professionals, and supervision of practicum students. | ||
| Training Activities: | ||||
| 20 | 8 | Individual supervision, case conference, staff meeting, in-service training semeinars, supervision of individual and group therapy, seminars (career, multicultural, group, assessment, biofeedback), and supervision of supervision. | ||
| Elective Activity: | ||||
| 10 | 4 | Concentrations, research, biofeedback, liaision relationships, additional teaching. | ||
| ____ | ||||
| 105% | (42 Hours) | |||
Within our generalist orientation, we also provide the opportunity to have a more concentrated experience in one or more of several possible areas. These are optional; most can be taken for either one or two semesters. Availability may be somewhat restricted in that not all interns may select the same concentrated experience. Concentrated Experiences take 4 hours per week and consist of a didactic, a therapeutic, and an outreach component. Activities in a concentrated experience can be incorporated with other requirements. For example, interns can select groups related to their concentration, and can make outreach presentations in a related area. The following concentrated experiences are presented as possibilities; however interns are welcome to suggest their own or to combine more than one area. These possibilities should be discussed with supervisors and the training director. The training agreement should specify the goals of the concentrated experience and methods for achieving these goals.
Assessment Concentration
This concentration focuses on integrating test and non-test assessment within the therapeutic process. Interns will learn to work with common personality measures such as the MMPI-2, MCMI-III, 16PF, Rotter's Incomplete Sentences, TAT, the Beck Depression Inventory-II, the Eating Disorders Inventory-II, and several substance abuse instruments. They will also work with learning and attentional assessment instruments including the WAIS-III, Wechsler Memory Scale, Woodcock-Johnson, the Bender, and the Brown Attention Deficit Screening Scales. We take a therapeutic, client-centered approach to assessment and focus on making assessment an effective, empowering therapeutic intervention.
Biofeedback Concentration
This concentration trains interns in a wide range of strategies, uses, and theories related to biofeedback. Our computerized equipment allows for simultaneous monitoring of skin temperature, sweat production, muscle tension, and heart rate. We also do some work with brain wave training. This seminar meets weekly and is optional for interns. It can be taken for credit to allow interns to work towards certification in biofeedback.
Career and Vocational Concentration
Career concentration provides opportunities for interns who want to broaden and deepen their career development competencies. The career concentration is designed to provide experiences that are above and beyond the minimum requirements for interns in the career area. Interns can serve as liasons to the Academic and Career Information Center, co-teach a master's level career counseling class, or facilitate job clubs for special populations such as international students.
Men's/Women's Issues Concentrations
In this concentration interns will focus on themes of traditional male/female socialization and to appreciate variations by race, class, ethnicity, and religion. They will explore how socialization influences psychological development and interpersonal interactions, and how this is manisfested in the presentation of symptoms in therapy. Intern's in this concentration will co-lead gender issues related group (men's group, women's group, eating disorders group, etc.) and will conduct outreach presentations on men's or women's issues themes.
Research/Teaching Concentration
This concentration is aimed at the intern who would like to eventually work as an academic. Interns in this concentration will help teach two courses during the year, Career Life Planning and a second course from among several choices depending on availability and intern interest. Interns will take an active role in research seminar and become involved in ongoing research projects aimed at producing publications.
Sport Psychology and Interventions with Athletes Concentration
Interns in this concentration will gain a better understanding of the special needs, concerns, and context of the scholar athlete in a large University. Interns will work with scholar athletes in therapy, train athletes in performance enhancement strategies and mental aspects of performance, design group experiences, and do consultation with athletic groups.
Other Concentrations
In addition to the concentrated experiences listed above, interns may elect to serve an administrative assistantship to gain more experience in the coordination and organization of the counseling service programs.
1) Administrative Staff Assistant: The intern will work with the CS director in areas such as evaluation of services, data analysis, committee participation, needs assessment.
2) Training Director Assistant: The intern will work with the CS training director in the areas of program development, planning in-services, intern selection, and other areas as appropriate.
Supervisors of each intern activity provide on-going evaluation of interns. Our intern supervisors committee, which consists of all senior staff involved in training, meet regularly to discuss and monitor each interns' progress in the training program. At the end of each semester more formal written evaluation and feedback are provided for the intern. We focus on both the interns strengths and on areas where further work would be beneficial. The interns academic program is also provided written feedback about the interns training experience and performance.
Interns provide evaluative feedback about their training program informally through a biweekly interns meeting with the Training Director. In addition, more formal evaluation of the internship and supervisors is completed at the end of each semester and at the conclusion of the internship.
Comprehensive Evaluation of Intern Competence
As a Training Committee we believe we have a professional, ethical, and potentially legal obligation to: (a) establish criteria and methods through which aspects of competence other than, and in addition to, a student-trainee's knowledge or skills may be assessed (including, but not limited to, emotional stability and well being, interpersonal skills, professional development, and personal fitness for practice); and, (b) ensure-insofar as possible-that the student-trainees who complete our program are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner. Because of this commitment, and within the parameters of our administrative authority, we strive not to advance, recommend, or graduate interns with demonstrable problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large.
As such, within a developmental framework, and with due regard for the inherent power difference between students and training staff, interns should know that their training staff and supervisors will evaluate their competence in areas other than, and in addition to, coursework, seminars, scholarship, comprehensive examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which student-trainees relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans; by participating in personal therapy in order to resolve issues or problems).
This policy is applicable to settings and contexts in which evaluation would appropriately occur (e.g., internship activities and supervision), rather than settings and contexts that are unrelated to the formal process of education and training (e.g., non-academic, social contexts). However, irrespective of setting or context, when a student-trainee's conduct clearly and demonstrably (a) impacts the performance, development, or functioning of the student-trainee, (b) raises questions of an ethical nature, (c) represents a risk to public safety, or (d) damages the representation of psychology to the profession or public, appropriate representatives of the program may review such conduct within the context of the program's evaluation processes.
Although the
purpose of this policy is to inform interns that evaluation will
occur in these areas, it should also be emphasized that our program's
evaluation processes and content include: (a) information regarding
evaluation processes and standards (e.g., procedures will be consistent
and content verifiable); (b) information regarding the primary purpose
of evaluation (e.g., to facilitate student or trainee development;
to enhance self-awareness, self-reflection, and self-assessment;
to emphasize strengths as well as areas for improvement; to assist
in the development of remediation plans when necessary); (c) more
than one source of information regarding the evaluative area(s)
in question (e.g., across supervisors and settings); and (d) opportunities
for remediation, provided that training staff, and supervisors conclude
that satisfactory remediation is possible for a given student-trainee.
Finally, the criteria, methods, and processes through which student-trainees
will be evaluated are clearly specified in the internship program's
handbook, which also includes information regarding due process
policies and procedures (e.g., including, but not limited to, review
of our program's evaluation processes and decisions).
Kansas State University Counseling Services both provides and receives personally identifiable information about each intern, including but not limited to academic and professional qualifications, performance and character, in whatever form this is maintained, with the signed permission of the intern. The exchange of information shall be limited to the intern's graduate program and KSU internship training staff and such information will not be provided to other parties without the intern's consent. This authorization may be revoked at any time.
Professional Identity Core Competencies
In order to
meet the primary aims of the training program, the following objectives
have been developed.
I. Ethical Understanding and Adherence objectives
1. Interns will demonstrate knowledge and use of professional and ethical standards
2. Interns will demonstrate concern for client welfare
3. Interns will understand personal, agency, and professional limitations, and act with adherence to those parameters
II. Appreciation and Awareness of Human Diversity Objectives
4. Interns will demonstrate respect for the dignity and worth of the individual
5. Interns will demonstrate an awareness of and sensitivity to human diversity in both their colleagues and among the clients they serve
III. Commitment to Professional Development Objectives
6. Interns will demonstrate a commitment to on-going learning
7. Interns will be able to apply current research, theory, and counseling techniques to their work as psychologists
IV. Professional Decorum/Professionalism Objectives
8. Interns will be demonstrate open, positive working relationships with staff
9. Interns will communicate clearly both orally and in writing, and will use appropriate communication channels to get their needs met
10. Interns will demonstrate a sense of professional responsibility and dependability
11. Interns will demonstrate knowledge of agency policies and procedures and will reasonably adapt personal style to agency needs
Counseling and Therapy Interventions Performance Competencies
V. Individual Psychotherapy Objectives
12. Interns will be able to develop effective therapeutic relationships with their clients
13. Interns will be able to accurately hear clients and encourage more in-depth exploration of client problems
14. Interns will be able to help clients explore complex feelings and defenses
15. Interns will be able to help clients formulate and explore goals for counseling in depth
VI. Case Conceptualization Objectives
16. Interns will be able to integrate information from client interview, formal and informal assessment, and personality and psychotherapy research/ theory into a unified conceptual framework of the client.
17. Interns will be able to effectively present case conceptualizations orally and in writing to other professionals
18. Interns will demonstrate consideration for cultural and diversity factors in conceptualizing client problems and planning treatment
VII. Assessment Objectives
19. Interns will be able to conduct diagnostic interviews
20. Interns will be able to administer and interpret frequently used standardized personality/vocational instruments (e.g., Strong Interest and Skill Inventory, Campbell Interest Inventory, MBTI, MMPI-2, MCMI, and 16PF)
21. Interns will be able to write helpful, clear psychological reports
22. Interns will be able to integrate information from assessments into client treatment plans
23. Interns will be able to present assessment findings to clients in understandable and useful terms that facilitate collaboration on treatment goals
VIII. Diagnosis Objecitves
24. Interns will be able to use the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition-TR in diagnosing client disorders when appropriate
25. Interns will be able to select appropriate interventions based upon client diagnosis
IX. Treatment Planning/ Case Disposition/ Referral Objectives
26. Interns will be able to help clients establish immediate goals and strategies strongly related to client needs and capabilities
27. Interns will be able to help clients identify flexible long-term goals related to changes occurring in the process of therapy
28. Interns will be able to anticipate the likely length and course of treatment and negotiate this with the client
29. Interns will be able to identify helpful resources within or outside of UCS and make appropriate referrals
30. Interns will be able to maintain appropriate and timely records and client files according to UCS guidelines
31. Interns will appropriately time and process therapy termination
X. Application of Theory to Practice Objectives
32. Interns will provide counseling and therapy guided by a well-articulated model, and based upon scientific principles that provides a rationale for the treatment approach taken
33. Interns can articulate a well-thought out theory of personality, based upon scientific knowledge, and apply this in their therapy cases
XI. Group Psychotherapy Objectives
XII. Crisis Intervention Objectives34. Interns will be able to identify client characteristics and outcome objectives appropriate to the group theme
35. Interns will be able to articulate a group model and use this model to guide group work
36. Interns will demonstrate effective group intervention skills
37. Interns will be able to recognize and respond to crisis situations focusing on the present
38. Interns will be able to be active in crisis intervention, helping clients engage in immediate problem solving
39. Interns will be able to make use of outside resources in crisis interventions
XIII. Career and Vocational Counseling Objectives
40. Interns will be able to use counseling skills to assist with career development concerns
41. Interns will be able to administer and interpret career and vocational assessment instruments
42. Interns will be able to integrate career and other personal concerns in their therapy with clients
Programmatic and Educational Performance Competencies
XIV. Consultation, Outreach, and/or Structured Workshop Objectives
43. Interns will display competence in consulting with university staff who seek assistance
44. Interns will be able to plan and present an educational program
XV. Supervision Objectives
Receiving Supervision
45. Interns will demonstrate competence in using supervision (e.g., involvement, openness, responsiveness, initiative, etc.)
46. Interns will come to supervision prepared with tapes of therapy with clients, client case folders, up to date chartingGiving Supervision
47. Interns will develop skills related to providing effective supervision (e.g., demeanor/climate, use of information, communication, consultation, etc.)
48. Interns will be able to articulate a theory of supervision and demonstrate how that theory guides their supervisory work
XVI. Professional Writing/Research Objectives
49. Interns will demonstrate knowledge of the value of research in the profession
50. Interns will display competence in using research to inform their clinical practice
51. Interns will demonstrate competence in the development of research
Duration, Salary, and Benefits
The internship begins August
1, 2008, and ends July 31, 2009. It requires involvement in a variety
of activities which include the provision of direct services, administrative
activities, and training experiences throughout the year. Office
hours are generally 8 am - 5 pm, Monday through Friday. Interns
are required to complete 2000 hours during the internship including
500 hours of direct clinical contact.
This 12 month position provides a minimum salary of $23,700 with
22 days leave time and 11 days sick leave. Individual medical insurance
which includes dental coverage is available on the University group
plan at a minimal cost to the intern (approximately $1.50 - $31
per payperiod depending on the plan selected); family insurance
is available at an additional cost. Typically some unrestricted
fees have been used to support intern professional development activities
and travel. Also, attempts are made to include interns with other
staff's travel plans whenever pooling of resources is possible.
All interns are expected
to have their own professional liability insurance coverage arranged
prior to the beginning of the internship. Student plans for professional
liability insurance are available for student members of APA for
a nominal fee ). We encourage all interns to be student members
of APA for their own professional identity as well as for the insurance
benefits. For more information about APA student membership and
student liability insurance, contact: American Psychological Association,
750 First Street, NE, Washington, D.C. 20002 1242. APA Student Insurance:
800-852-9987.