DOCTORAL PSYCHOLOGY INTERNSHIP

Fully accredited by the American Psychological Association

Setting | Program | Supervisors | Past Interns | Application

THE INTERNSHIP
TRAINING PROGRAM

Training Team

Administratively, the internship program is under the direction of the Training Team which is composed of the Director of the CS, Training Director, 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 with a focus on supervised, hands-on experience. We recognize that learning to be a professional psychologist is a complex process requiring many years of preparation. We believe in providing a congenial yet challenging environment with emphasis on mentoring interns in the development of their personal identity. Our intrinsic goal is the development of ethical, competent, generalist psychologists trained in the scientist practitioner model, who are respectful of 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 other 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 committed to training in a scientist-practitioner model, and particularly the "local clinical scientist" model (Stricker & Trierweiler, 1995).  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 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 judgments, 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 year that specify individualized goals and activities for each intern.

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Ethical Standards

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 13-16 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, supervision of a practicum student, or teaching), demand for services, and other factors.

Supervision is a highly valued experience here at Counseling Services for both interns and senior staff. We consider ourselves to be "intern-centered." Interns are assigned two 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 and consulting with each other.

  • Group Therapy

Interns may co-lead a psychotherapy group with senior staff during either fall or spring semester and during the summer semester, interns may co-lead a psychotherapy group with a peer. Typically, we offer a variety of process groups and psycho-educational workshops throughout the year. Interns receive at least one hour of supervision for their group work each week.

  • Crisis/On-call

Counseling Services provides daytime on-call services on site. Each intern provides daytime on-call for one 4.5 hour time block during the week. Senior staff also covers on-call and is back-up for the interns when consultation is needed.

 After hours emergency consultations services are provided to Counseling Services clients via an outside provider.

  • Assessment and Psychological Testing

Interns are required to write at least 4-6 interpretive reports based on both objective personality measures and informal measures. Assessment seminar meets biweekly and helps advance skills in psychological assessment and report writing. Attention is paid to integrating observations, interview, and test data. Particular focus is on integrating psychological testing into the therapeutic process focused on clients' needs, goals, and questions.

  • Outreach

Our staff and interns are actively involved in outreach to the K-State community. We encourage interns to develop outreach activities in areas of interest to them. Interns and staff also meet requests for outreach activities from the K-State Community. Interns participate in a monthly outreach seminar.

  • Liaison to K-State Community

Most of our staff has an on-going liaison relationship with a department, housing hall, and Women's Center, health, or student services on campus. Interns are encouraged to become involved in these consultation and liaison activities.

  • Teaching

Interns are required to co-teach one of two sections of Career and Life Planning (around 15 students) with a fellow intern during the Fall semester and interns may independently teach or co-teach the two sections of the course during Spring semester. Teaching is under the supervision of the Career Development Coordinator.

There are frequently additional optional co-teaching possibilities in leadership, creativity, graduate level courses in Counseling and Educational Psychology, or academic performance enhancement. Senior staff and academic faculty provide supervision of intern teaching. 

  • Weekly Seminars
    • Case Conferences
      • 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. Conferences alternate between more formal large group sessions and small informal group sessions. Small case conference allows for feedback in a supportive and collegial environment. The small groups are comprised of both interns and senior staff. Large case conference provides senior staff and interns a more formal, large group, grand rounds type conference which requires a fairly complete report on the case. Case Conference rotates between small and large case conference. It is held weekly and is required for all staff and interns.
    • Career Seminar
      • Career Seminar focuses on the development of interns' career counseling and development competencies. Seminar highlights the importance of career exploration and decision making to college student development. It provides a setting for: (1) reviewing quantitative and qualitative career assessments, interpretation strategies, and the strategic use of assessments in providing career interventions, (2) critically appraising current trends and topics in career counseling and vocational psychology, (3) supporting the teaching of Career and Life Planning course, (4) discussing career counseling cases, and (5) supporting the intern career development and job search. Career seminar meets for 8 weeks each term for an hour and is required for interns.
    • Diversity Seminar
      • Diversity Seminar facilitates the development of multicultural competence in the multiple professional roles of psychologists. This is accomplished through continuing to: (1) integrate multicultural competencies and guidelines into professional practice, (2) build upon intercultural communication skills, (3) understand oneself as a cultural being, (4) critically review multicultural/diversity literature and products, and (5) understand the strengths and blind spots 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, LGBT culture, disability, religious perspectives, gender, and socio-economic status. Diversity seminar will provide a more advanced discourse about issues of diversity beyond what a student would likely find in a 1-term multicultural counseling course. The goal is to increase critical thinking about these issues. If an intern does not have a foundation in multicultural counseling, there is an assumption that s/he will seek further reading/consultation/training outside of the seminar. Diversity seminar meets weekly for 8 weeks every term and is required for interns.
    • Group Seminar
      • Interns meet weekly in group seminar with the Group Coordinator to discuss group theory, and issues common to the various therapy groups. Interns are paired with a senior staff to develop, co-lead a group and process their group experience.
    • Supervision of Supervision Seminar
      • This weekly seminar combines a supervision training seminar with group supervision of the interns' practicum supervision experience. This seminar meets for 1 hour each week and focuses on developing supervisory skills. Topics for the didactic portion of the seminar include supervision models, supervisory roles and process, ethics, cross-cultural supervision, etc. Sup of Sup provides interns a setting in which to share and discuss their experiences as supervisors.
    • Assessment Seminar
      • This biweekly seminar provides an overview of the current trends in university assessment. Attention is paid to integrating observations, interview, and test data for the appraisal of personality, as a guide for helping students explore strengths and areas of growth to facilitate positive change. The seminar will explore the integration of assessment and diagnosis as a skill building focus to promote professional growth. Particular focus on integrating psychological testing into the therapeutic process and on using psychological testing in a therapeutic manner focused on clients' needs, goals, and questions. Informal and formal assessments used by psychologist at Counseling Centers will be explored, applied, and results integrated into the treatment plan.
    • Outreach Seminar
      • Outreach seminar is held monthly and is a working meeting where interns can focus on their outreach projects. These projects may include presentations, on-line programs, table displays, and brochures. Interns may work individually or in groups on projects. Additionally, this meeting provides a forum for discussing experiences with outreach activities in order to promote interns' growth and development in outreach.
    • Intern Seminar
      • This biweekly seminar provides a forum for examining the interns' training and professional work as well as a time to explore their own growth as an emerging professional. The seminar prepares interns for the expanding world of psychology that includes the multiple facets in this dynamic, contemporary field. Time is spent exploring career goals and career opportunities. Interns are encouraged to bring up issues and interests to explore. Additional skills such as mindfulness and integration of the various intern seminars will be covered.
    • Training Seminar
      • Training seminar is held monthly for two hours and provides interns and staff to a wide variety of topics in psychology. Staff and interns select topics to be presented. Some examples of past seminars include: ethics and managed care, empirically supported treatments for depression, anxiety, and substance abuse, DSM-IV-TR diagnosis, group psychotherapy, and therapy with international students.

 Other Elective Experiences

Within our generalist orientation, we also provide the opportunity to mold their training experience with elective experiences in one or more of several possible areas. These are optional; most can be taken for either one or two semesters and depend on availability and center need. Availability may be somewhat restricted in that not all interns may select the same elective experience. Elective experiences take 4-6 hours per week and consist of a didactic, therapeutic, and outreach components. Activities in an elective experience can be incorporated with other requirements. For example, interns can select groups related to their elective, and can make outreach presentations in a related area. The following elective 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 elective experience and methods for achieving these goals.

  • Biofeedback/Performance Enhancement

Biofeedback introduces interns to 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/class meets weekly and is optional for interns. It can be taken for credit to allow interns to work towards certification in biofeedback.

  • Research

We approach training in research with a mentoring model; therefore, interns are encouraged to get involved with staff research projects that interest them. This can be work on their own dissertation, working on a research committee within Counseling Services such as our on-going outcome research, or designing and carrying out their own research project with staff supervision.

  • 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.

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Dissertation Support

Interns are encouraged to have as much of their dissertation completed as possible before they begin internship. Counseling Services support interns in their dissertation research efforts during the internship. Specifically, interns may elect to schedule an average of two to four hours per week of dissertation research time over the course of the year. Interns dissertation time should be scheduled during the "slower" times for the agency (i.e., times when clinical demands are lower) and during the summer rather than peak time of the semester. Additional support for dissertation research include: Library access and on-going support in career and intern seminars.

Orientation

Getting settled into a new community can often be confusing and stressful. The first two to 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 and will start seeing clients.

Training Agreement

During the first three weeks here, our interns are introduced to supervisors, internship activities, and optional elective 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. This written agreement is for the internship year and can be updated if the intern and 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.

SAMPLE WEEKLY SCHEDULE (click here for a pdf accessible version of the table)

Hrs / Purpose

18 / Direct Service:  Individual and group counseling and therapy (13-16 individual clients and 1 group), paperwork, writing reports, preparation.

4.5 / On-Call: Being available for "walk-in" questions, intakes, or crisis situations for a specified block of four and a half hours per week.

6 / Clinical Consultation/Outreach/Teaching: Includes such activities as developing and delivering outreach presentations, teaching, developing educative and preventative materials for the center, and serving as a liaison to other campus offices.

1 / Planning & Administrative: Includes such activities as staff meetings.

 8 / Training Activities:  Case conference, in-service training seminars, supervision of individual and group therapy, assessment seminar, diversity seminar and career seminar.

 6 / Elective Activity:  Elective experiences as offered may include activities such as biofeedback, liaison, and extra teaching.

____

43.5 Hours
(This totals more than a 40 hr. week to allow interns to complete the 2000 hrs required for licensure in some states, 500 direct service.)

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Evaluation

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 programs are 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 Team 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).

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Objectives

In order to meet the primary aims of the training program, the following objectives have been developed.
Professional Identity Core Competencies

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 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 Objective
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
34. 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.

XII. Crisis Intervention Objectives
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 – As Supervisee and Supervisor
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 charting.
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.

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Duration, Salary, and Benefits

The upcoming training year will begin on Friday, August 1, 2014, and end on Friday, July 31, 2015. It requires involvement in a variety of activities which include the provision of direct services, administrative activities, and training experiences throughout the year. Our regular office hours during the academic semesters are Monday & Thursday 8 a.m. - 7 p.m.; Tuesday, Wednesday and Friday 8 a.m - 5 p.m.  During school breaks, including summer, our hours are Monday - Friday, 8:00 a.m. - 12:00 p.m. and 1:00 p.m. - 5:00 p.m.  Interns are required to complete 2000 hours during the internship including 500 hours of direct clinical contact.

This 12-month position provides an approximate salary of $24,900 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 $10 - $42 per pay period depending on the plan selected); family insurance is available at an additional cost. When available 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.

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Liability Insurance

It is expected that each intern will secure professional liability insurance prior to the start of internship. Professional liability insurance is available at a nominal fee to student members of APA. Information about student liability insurance can be obtained by contacting the APA Insurance Trust at (800) 477-1200.

To enhance their identities as psychologists, we also encourage our interns to either maintain their current memberships, or become a student members of APA. Information about student membership can be obtained from:

APA Membership Department
750 First Street, NE
Washington, DC 20002-4242
(800) 374-2721(US and Canada Toll Free)
(202) 336-5580 (in DC)
(202) 336-5568 (FAX)
Email: membership@apa.org