The overall goal of the Student Health Service (SHS) Psychology Internship Program is to prepare each Doctoral Intern to be a competent and ethical licensed professional psychologist. This goal is met as the intern completes the specific goals, objectives, and competencies of the Internship Program.
Produce interns who have the knowledge, skills, values, and aptitudes necessary for entry into the practice of professional psychology leading to licensure.
Objective I-A: Professional Identity and Development
Intern will advance in professional identity and development.
Competency I-A-1: Intern will assess own theoretical orientation, philosophy of change, strengths, skills, interests, and needed growth areas. Intern will be exposed to other theoretical orientations, concepts, and assumptions.
Activity I-A-1(a): Intern will write a theory of change paper that illuminates their theoretical leanings and philosophy of change.
Activity I-A-1(b): Intern will turn in completed training contracts outlining expected hours for desired and required duties and training.
Activity I-A-1(c): Issues related to licensure as a psychologist are discussed in didactic training seminars. Licensure requirements for various states are also made available to interns with the strong expectation that all interns will go on to become licensed.
Activity I-A-1(d): Interns will participate in a self-assessment of psychological competencies using the Intern Evaluation Form at the start and at the end of the internship training year.
Assessment:
Objective I-B: Ethical and Professional Standards
Intern will practice psychology in an ethical manner.
Competency I-B-1: Intern will be familiar with and comply with the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association in providing services of a psychologist. Intern will seek continued education in this area.
Activity I-B-1(a): Intern will participate in discussions of ethical principles and issues in didactic training. At least four hours of didactic training are devoted to ethical principles and issues. An ethical decision-making model is considered in the seminar.
Activity I-B-1(b): Intern will present a case study (oral and written) in the training seminar involving an ethical dilemma or issue encountered in their practice during the training year. Attention will be given to the ethical issues involved, the nature of the decision made by the intern, and the process used to arrive at the decision.
Activity I-B-1(c): Interns will discuss ethical principles and issues related to their work, as needed, in supervision and will demonstrate adherence to ethical principles and professional values.
Objective I-C: Multicultural Competency
Intern will practice in a manner that respects and takes into account individual and group differences.
Competency I-C-1: Intern will be prepared to work as a professional psychologist in a multicultural, pluralistic society and effectively provide psychological services to individuals and groups representing a myriad of populations including traditionally under-represented populations.
Activity I-C-1(a): Intern will participate in discussions of multicultural issues and cases in didactic seminar. At least 3 hours of multicultural training will be provided in seminars, and an additional 2 hours will be provided by interns in presentation format during didactic training.
Activity I-C-1(b): Interns will attend a bi-weekly Multicultural Seminar in which they will engage in open dialogue about multicultural related topics. The goals of these trainings will be to increase cultural awareness and sensitivity, develop competency in working with multicultural clients, and advocate for social justice.
Activity I-C-1(c): Intern will provide psychological services to at least 10 clients in the UVU community who represent multicultural populations.
Activity I-C-1(d): Intern completes the Multicultural Counseling Competencies survey and discusses it with supervisors during the first semester of training. The survey is based on Arredondo, P. et al. (1996). Operationalizations of the Multicultural Counseling Competencies. Journal of Multicultural Counseling and Development, 24, 42-78.
Activity I-C-1(e): Intern writes and presents a case in didactic seminar involving a client from a multicultural population. The paper addresses the multicultural issues encountered in the case, and how they were resolved using the Cultural Formulation Interview Outline in DSM-5-TR.
Activity I-C-1(f): Interns are expected to design and implement a Multicultural Initiative. The parameters for Multicultural Initiative projects are open-ended to accommodate the interests of the Intern and needs of an underserved student population.
Assessment:
Objective I-D: Supervision
Intern will understand the process of supervision in psychology, make good use of time spent in supervision, and prepare to offer supervision to others.
Competency I-D-1: The intern will make effective use of supervision from a variety of clinical staff in SHS in order to grow professionally as a psychologist.
Competency I-D-2: The intern will become proficient in providing supervision to a trainee in SHS and will receive additional supervision in this area.
Activity I-D-1(a): Supervision principles and supervision practices in SHS are discussed in the intern orientation at the beginning of the training year.
Activity I-D-1(b): Intern will receive supervision from a primary and secondary supervisor, an assessment supervisor, a group supervisor(s), and other rotation supervisors throughout the training year. Supervision adds up to at least two hours of individual supervision and two hours of group supervision per week.
Activity I-D-2(a): Intern will participate in discussion of supervision methods and theory in didactic training. At least two hours of didactic training are devoted to supervision methods and theory.
Activity I-D-2(b): Intern will provide supervision to a practicum student or extern during internship year if practicum students or externs are available. It is expected that 1 hour of supervision per week is to be provided to the practicum student or extern throughout the semester.
Activity I-D-2(c): Group supervision of intern’s provision of supervision is provided on a weekly basis by the Training Director and other licensed professionals. Theories and approaches to supervision, as well as requirements of supervisors, are discussed in the weekly supervision of supervision meeting.
Assessment:
Objective I-E: Spiritual Beliefs and Values in Counseling
Intern will understand and appropriately involve clients' spiritual beliefs and values in counseling and other psychological services. Intern will recognize how their own values influence their practice of psychology.
Competency I-E-1: Intern will provide psychological services in a manner that respects and appropriately integrates clients' spiritual beliefs, values, and practices into the counseling/psychotherapy process according to clients' wishes.
Activity I-E-1(a): Interns discuss with their supervisors cases that involve spiritual issues as they arise in counseling. The students at UVU are, for the most part, devoutly religious and often choose to bring up their religious beliefs, values, and practices in counseling.
Activity I-E-1(b): Interns are assigned counseling and assessment cases throughout the year in which the clients are usually active in their religion and have a worldview that is strongly influenced by their religion.
Activity I-E-1(c): Interns will participate in discussions of values-based issues and cases in didactic training. At least 1 hour of didactic training will be devoted to addressing values and spirituality in counseling.
Activity I-E-1(d): Interns write a summary of a case involving spiritual issues and present the case in a didactic training seminar. The intern should discuss the manner in which spiritual issues were involved and how they were worked with and resolved in counseling.
Assessment:
Produce interns who can provide a range of services in a university counseling center or similar environment.
Objective II-A: Working In a University Counseling Center
Intern will understand the needs and the development of older adolescents, young adults, and adults and the role of psychological services in a university counseling center or similar agency.
Competency II-A-1: Intern will demonstrate an understanding of the mission of a university counseling center and the roles served by psychologists and other mental health and academic professionals. Intern will participate in offering the services of a comprehensive counseling center.
Competency II-A-2: Intern will acquire an understanding of college student developmental theory and be able to apply this theory to providing counseling and other services to college students. Intern will also be able to help college students understand and appreciate their own development.
Activity II-A-1(a): Interns are given an overview of the services of a comprehensive university counseling center during the orientation to the internship. Throughout the year, interns will be involved in training activities, which further involve them in the services of SHS, such as career counseling, emergency services, teaching, and other university student services such as Women’s Success Center and Office of Accessibilities Services.
Activity II-A-1(b): Interns are required to participate in the weekly SHS staff meetings where planning and evaluation of services are carried out. Interns also participate in monthly SHS in-service training, which covers a variety of topics.
Activity II-A-1(c): Didactic training provides interns with an opportunity to discuss clientele and issues that are frequently treated in a counseling center.
Activity II-A-1(d): Interns write and present a curriculum vita entry at the end of the year, which represents the range of services and training activities of the internship.
Activity II-A-2(a): Interns are given an introduction to college student development during orientation. In subsequent intern seminars, interns are given readings in college student development and are given opportunity to discuss the developmental theories and their applications to counseling and other services provided to college students.
Activity II-A-2(b): Interns are required to write and present case descriptions that involve developmental issues in the college student. The case description should identify developmental issues using relevant theory and describe how the counseling in the case was informed by developmental theory.
Assessment:
Objective II-B: Psychotherapy
Intern is an effective psychotherapist.
Competency II-B-1: Intern provides effective counseling and psychotherapy to individuals, groups, and couples using accepted theoretical approaches and appropriate case management techniques. Intern will demonstrate use of empirically supported treatment during the training year.
Activity II-B-1(a): Intern will complete a minimum of 300 hours of individual counseling/psychotherapy. A rating of at least “4” by the end of the year on the Intern Evaluation Form for this area is required for completion.
Activity II-B-1(b): Intern will participate in the delivery of group therapy, as available. Intern will also co-teach Group Psychotherapy classes, as available. Teaching of this class may require 1-2 early evening hours 1 night a week. Intern will complete 40 hours of group therapy. A rating of at least “4” by the end of the year on the Intern Evaluation Form is required for completion.
Activity II-B-1(c): Intern will complete 10 hours of couples counseling. A rating of at least “4” by the end of the year on the Intern Evaluation Form is required for completion.
Activity II-B-1(d): Intern will write and present a therapy case three times a year to senior staff. The case clearly reflects effectiveness and a theoretical orientation. At least one session of the case is video recorded and reviewed by senior staff. Choosing a theoretical orientation is discussed in didactic seminar sessions during the fall semester.
Activity II-B-1(e): Intern will write and report in didactic seminar a case in which an empirically supported treatment (EST) has been implemented. ESTs are discussed in didactic seminars throughout the year. SHS psychologists who can supervise interns in using ESTs are provided to interns in fall semester.
Assessment:
Objective II-C: Psychological Assessment and Diagnosis
Intern is effective in diagnosis and psychological assessment.
Competency II-C-1: Intern demonstrates the ability to effectively select, administer, score, interpret, and report psychological assessments in order to accurately diagnose and respond to referral question.
Activity II-C-1(a): Interns participate in at least 6 hours of Diagnosis and Assessment seminars covering administration, diagnosis issues and interpretation.
Activity II-C-1(b): Supervision in assessment is provided by a SHS psychologist with assessment experience. Assessment approaches are discussed as part of individual and group supervision and may include case presentations.
Activity II-C-1(c): Dependent on type of assessment utilized, intern will conduct at least 6-8 psychological assessments, including written report, during the training year. A rating of at least “4” by the end of the year on the Intern Evaluation Form is required for completion of the assessment competency.
Activity II-C-1(d): Intern will submit one written report for review by the Training Committee. Report should be submitted by the 8th month of the internship. Training Committee will provide feedback to the intern.
Assessment:
Objective II-D: Crisis Intervention
Intern is able to respond effectively to crisis situations.
Competency II-D-1: Intern understands the need for crisis intervention in a counseling center and is able to effectively assist clients who present to SHS.
Activity II-D-1(a): Interns are given instruction in the SHS crisis management model during the internship orientation and during fall semester in didactic training.
Activity II-D-1(b): Interns are an integral part of the tree hierarchy SHS utilizes to manage crisis services. Interns are required to participate in at least 5 crisis cases during the training year.
Activity II-D-1(c): Crisis cases are discussed weekly during all staff meetings and reviewed by the Director of Mental Health Services. Feedback is provided to interns. A rating of at least "4" by the end of the year is required.
Assessment:
Objective II-E: Outreach, Consultation, and Program Assessment
Intern will be able to provide outreach as well as gain an understanding of the theories and methods of consultation.
Competency II-E-1: Intern will provide outreach in a professional manner that meets the needs of the client.
Competency II-E-2: Intern will gain an understanding of consultation.
Activity II-E-1(a): Intern will plan, prepare, and present an outreach activity. Didactic training will be provided on the topic of outreach.
Activity II-E-1(b): Intern will participate in 12 separate outreach activities during the year.
Activity II-E-2: Intern will be given 2-4 articles or book chapters on theories and methods of consultation prior to a didactic training which will then later be discussed in a didactic training.
Assessment:
Produce interns who are skilled in the integration of science, theory, and practice of psychology.
Objective III-A: Integration of Science, Theory, and Practice of Psychology
Intern will be an informed consumer of research, theory, and other scholarly works and use these to inform their practice of psychology. Interns will avail themselves of the scientific research to guide them in intervening in assessment and therapy cases.
Competency III-A-1: Intern will evaluate research and scholarly works for their clinical relevance and will use research, theory and scholarly works to inform and evaluate the practice of psychology.
Competency III-A-2: Intern will understand the role of and approaches to learning from practice as a means of continued professional development and of generating research questions.
Activity III-A-1(a): Interns evaluate research literature and other scholarly works as part of the didactic training seminars, supervision, the SHS in-service series, professional development activities and professional conferences they attend.
Activity III-A-1(b): Interns apply research knowledge to their practice of psychology as part of their didactic training and supervision.
Activity III-A-1(c): Interns are given up to 2 hours per week to work on research. Dissertation research is emphasized in order to help the intern move toward completion of the doctoral degree.
Activity III-A-2-(a): Didactic training provides interns with the perspective of integration of research into practice as an additional means of informing practice, generating research questions, and continuing professional development. Interns will share at least two scholarly articles or other sources that were a direct result of generating answers to assessment or therapy cases.
Activity III-A-2(b): Interns are required to reflect upon their practice experiences throughout the training year and to write a paper on what they have learned from their practice during the internship year. They will also write a separate summary of the research and evaluation projects they have been involved in during the internship year. Dissertation work, paper presentations, or articles submitted and/or accepted for publication will be included.
Assessment:
The Student Health Services (SHS) Doctoral Psychology Internship Program is fully accredited by the American Psychological Association (APA).
Our National Computer Match Program Code number is 196011.
Welcome
Utah Valley University Mental Health Services (MHS) welcomes you to our site, and we hope that you will find answers to your questions as you navigate through all of the information we have provided here. Please feel free to email our Training Director, Kersten "Tess" Haugse White, Ph.D., at [email protected] or call her at (801) 863-7012 if you have further questions.
The APA Doctoral internship offered at UVU is appropriate for post-practicum, pre-doctoral applicants who are students of graduate psychology programs. The student applicant must be post-practicum in training, must be in a program capable of preparing them for licensure as a psychologist, and must be cleared by their program to apply for doctoral internship. Students from APA-Accredited programs are preferred. The internship is structured to provide interns with 2000 hours of accumulated experience, including a minimum of 500 direct service hours.
The SHS Doctoral Psychology Internship Program is fully accredited by the American Psychological Association (APA). For more information, contact the Commission on Accreditation at the Office of Consultation and Accreditation:
750 First St., NE
Washington, DC 20002-4242
Telephone: (202) 336-5979
TTD/TTY: (202) 336-6123
Mission of the Internship
The overall mission of the SHS Psychology Internship Program is to prepare interns from clinical psychology and counseling psychology doctoral programs to be competent and ethical licensed psychologists. Consistent with this mission, a set of goals, objectives, and competencies guides the training of interns in the program. The goals aim for the preparation of a “generalist” in professional psychology with emphasis on university counseling work.
Program Description
The internship program provides a wide range of training opportunities for interns to increase their knowledge, skill sets, and competencies for entry into the practice of professional psychology. The core competencies the training program emphasizes include:
The Doctoral Psychology Intern position is a part of SHS, a department of Student Life at UVU. At SHS, interns join a team of clinicians who enjoy their work and collaborate well with each other. The environment is friendly and we enjoy having fun. SHS houses both a mental health clinic as well as a medical clinic in an integrated medicine delivery model. Interns are able to interface with medical professionals directly regarding mutual clients. The mental health clinic also engages in training new therapists; interns gain the opportunity to participate in this process by providing supervision to practicum trainees and externs when available.
Providing individual therapy is the primary clinical activity interns engage in. However, experience in co-leading groups of different varieties exists, as well as opportunity to provide treatment for couples, as this service is frequently sought. Interns participate in psychoeducational assessment with complete batteries of tests to aid in determining learning disabilities, in addition to other assessment services they provide, such as for ADHD. Interns have “on-call” responsibilities (which are generally during regular office hours), as well as provide preventative outreach, such as suicide prevention, to various campus and student organizations. After-hours work may be required at times for outreach and for co-teaching the Group Psychotherapy class. Hours can be adjusted at such times so as to limit working beyond 40 hours a week. Overall, we train interns in a variety of services with sensitivity to the important ethical and multicultural issues relevant to psychological practice.
Several specific experiences and additional emphases to the program are worth noting:
The setting at UVU provides interns with the opportunity to work in a college environment with college age students and concerns relevant to the college population. UVU has a large student body and is one of the few open enrollment universities in nature. Significant portions of students at UVU are non-traditional in characteristics (for instance, the majority of students work while attending school). As a result, the training program at SHS provides interns opportunity to develop skills and understanding relevant to work in a unique university atmosphere.
The college experience for a student is an important time of growth and development. Students often make significant and challenging transitions during this period of their lives, which can benefit from psychological assistance. Similarly, students can labor under a variety of stressors, circumstances, and psychopathological forces, which can be helped by psychological interventions to enhance their lives as students. Appreciation for developmental, career, personal, and relational identity factors on human behavior is therefore an emphasis in our training program.
Many students at UVU frequently express religious devotion. The cultural significance of religious or spiritual-related issues arises frequently within a counseling context. Similarly, any therapeutic atmosphere often encounters a wide array of diverse but intensely held values. We recognize the different life views of students and their inherent ability to self-define. The internship program thus emphasizes respect and sensitivity towards religious or other values in play in a therapeutic context.
The SHS training program values the integration and use of science, which infuses the services it provides to students. We also recognize the values underlying scientific methodologies. We encourage the valuation and informed use of scientific research into practice as well as the clinical application of scientific thinking about therapeutic practice. Interns have access to and are encouraged to utilize the large online behavioral science database at UVU. Providing effective and scientifically informed services is emphasized at our site.
Training Model
The training model employed by the internship program aims towards the successful development of the intern’s professional identity.
The SHS Doctoral Psychology Internship Program employs a practitioner-scholar training model. The professional practice of psychology is the primary focus of the training program. However, this practice is informed by scholarly inquiry. We acknowledge the education in both the practice and the science of psychology that our interns have received in their doctoral programs (especially since many doctoral programs frequently rely on a scientist-practitioner model of training). While we do not intend to develop interns into research scientists, we do intend to develop them into skilled professionals who utilize scientific research, scientific methods, and scientific-related thinking skills applied to the practice of psychology (e.g., data collection, hypothesis testing, operationalization of constructs, control of variables, outcome evaluation). Doing so builds upon the education interns have received while immersing them in a clinical context under the supervision of seasoned practitioner-scholars of psychology.
Interns are encouraged to use the scientific method in clinical thinking and to assess critically their clinical practice. The practitioner-scholar model asserts that knowledge generated from practice is important and relevant to the profession in a similar fashion as knowledge generated from research. To enhance the evaluative, scientifically-informed practice of psychology, we emphasize a reflective process on the practice of psychology. The integration and use of findings from science, empirically-validated technologies, and accepted scientific theories is encouraged and modeled in the training program, as is a careful and reflective use of knowledge generated from practice. We ask interns to define their views of practice, as well as to reflect on their views of practice as they have developed from their training and learning.
In line with a practitioner-scholar model of training, the program implements a developmental approach to training. Expectations gradually increase relative to intern experience. Training structures are planned to be sequential, cumulative, and graded in complexity. Doctoral Interns progress as practitioners by the experiential immersion of practice occurring systematically and under supervision, allowing for reflection of progress along the way as well as improving upon the skills that develop. The program sequences the training activities and curricula to enable the optimal progression of competencies and skill sets.
While we seek to prepare “generalists” in the practice of professional psychology, the internship also has a philosophy that encourages interns to seek training experiences of particular relevance or interest to them. Individualized experiences are available to tailor training to the desires of the intern while receiving appropriate supervision. Optional training rotations (listed below) are available so they can provide services or participate in diverse activities to aid in their professional development.
Training Committee
Typical Weekly Schedule of Activities
The following table shows the service and professional activities in a typical intern's week:
| Typical Week Breakout of Hours | |
|---|---|
| Service Activities | |
| Individual Psychotherapy | 12-16 |
| Case Management/Report Writing | 3-5 |
| Psychological Assessment | 1-4 |
| Group/Couples Psychotherapy | 2-4 |
| Outreach and Consultation | 0-2 |
| Emergency Service | 0-1 |
| Rotation | 4 |
| Supervision of Practicum Student | 0-1 |
| Training & Professional Activities | |
|---|---|
| Individual Supervision | 2 |
| Group Supervision | 3 (General Supervision 1; Assessment Supervision .5; Supervision of Group Therapy .5, Supervision of Prac Student Supervision 1) |
| Intern Training Seminar | 1.5 |
| Consultation with Staff | 0-1 |
| Staff Meeting (didactic) | 2 |
| In-service Training (didactic) | 0-2 |
| Grand Rounds | .5 per month |
| Dissertation/Peer Consultation | 1-2 |
| Total Hours = 40 – represents an average | |
Evaluation Process
Evaluation is an important component in developing interns into competent, ethical, psychologists capable of operating autonomously. The Doctoral Psychology Internship Program strives to ensure interns receive excellent training and that staff involved in the program create an optimal environment. A sequence of formal evaluation occurs three times during the academic year. Informal evaluations occur regularly as a process of ongoing supervision, didactic training, and internal evaluation of the quality of service provision. Self-evaluation is also employed as interns reflect upon their practice and identify needed growth areas in connection with setting goals for each phase of the internship. Interns also utilize training contracts to articulate goals and needed growth areas. Additionally, interns review their articulated goals and progress at every formal evaluation.
In the evaluation process, supervisors use a rating scale covering the core competencies expected of interns. The evaluation form consists of a rating on a seven-point scale of the intern’s present level of functioning in each of the twelve core competencies of the training program. The exit or “completion” criterion on each of the competencies is a rating of at least “4.” A rating of four indicates an intermediate level of competency with mastery of routine skills, some demonstration of advanced skills, and readiness to go on to post-internship supervised experience leading to licensure as a psychologist.
Minimal Expectations for Core Competencies
The following minimal expectations for core competencies have been established in order to ensure the quality and thoroughness of the intern’s training experience and to assist in the evaluation of completion criteria for the internship:
|
Activity |
Minimal Expectations |
|---|---|
| Individual Counseling cases per year | 50 |
| Individual Counseling hours per year | 300+ hours |
| Couples Counseling cases per year | 3 |
| Couples Counseling hours per year | 10+ hours |
| Groups led per year | 2-4 |
| Group Counseling hours per year | 40+ hours |
| Assessment & Report cases per year | 6-8 |
| Assessment & Report hours per year | 50+ hours |
| Crisis cases per year | 5+ hours |
| Outreach activities per year | 12+ |
| Providing supervision (if available) | 20+ hours |
| Discretionary direct service hours | 70+ hours |
| Total Direct Service Hours | 500 Hours |
Note: Completion of minimum expectations does not indicate completion of total hours of internship nor does it guarantee competency has been reached.
Stipend and Benefits
UVU offers two full-time (40 hours per week), twelve-month doctoral internship appointments, beginning August 1st. The stipend for the internship is $43,888 for the year. The ending date for the internship is July 31st of the following year. Medical and dental insurance is offered. In addition to 13 paid holidays, sick leave and 15 additional days of vacation are provided. A certain number of vacation days will need to be used for work-related functions such as conferences, dissertation defense, and taking the EPPP in order to meet the required 2000 hours..
Mission Statement of Student Health Services
Student Health Services has a staff united in the goal of serving students in a caring and competent manner. We have low cost and available services for UVU students in the areas of medical and psychiatric care, mental health services, learning disability assessment services, and crisis services. We offer life and health enhancing services that increase safety, productivity, and life experience of the individual and the campus.
Application, Qualifications, and Selection Process
There are two doctoral internship slots available. Each applicant must be in good standing in a Ph.D. or Psy.D. program in clinical or counseling psychology and be meeting the necessary requirements of their program to begin an internship.
Successful applicants must also complete a Background Criminal Investigation (BCI). This process will be initiated upon selection.
To apply for our Doctoral Internship, we require that you apply via the APPIC Online site which may be accessed at http://www.appic.org. Your online application must include the following:
Application is due November 4th.
Statement of Nondiscrimination
Please see the university's policy on discrimination, harassment, and affirmative action: Policy 165
Utah Valley University is an Affirmative Action/ Equal Opportunity/ Equal Access Employer and is committed to creating a work environment and organizational culture that celebrates multiculturalism in the form of age, gender, color, disability, ethnicity, family or marital status, political affiliation, race, religion, sexual orientation, socio-economic status, veteran status, and every other unique characteristic that brings perspective to our workforce. For more information, go UVU's Office of Institutional Engagement and Effectiveness.
About UVU and Orem
Utah Valley University is located in the city of Orem in Utah County about 45 miles south of Salt Lake City. It has a student body of approximately 43,000 students. Utah County has a population of about 700,000 people. Utah Valley University overlooks Utah Lake and is surrounded by the scenic Wasatch Mountain Range. This area and adjacent areas provide a variety of recreational experiences including skiing and all winter sports, hiking, golfing, fishing, hunting, biking, and varied other outdoor sports. The Sundance Ski Resort is within 10 miles from campus, and Park City is a one hour drive from the university. There is housing within walking distance. There is free public transportation.
For more information about the area:
Adopted August 2, 2024
The following policies will guide the 2025 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.
The APPIC Board of Directors, in its sole discretion, may make changes to these policies and/or the published Schedule of Dates in unusual, unforeseen, and/or emergency circumstances.
1. These policies apply to all participants in the APPIC Match or Post-Match Vacancy Service, including internship programs, applicants and doctoral program faculty.
2. All participants in the APPIC Match or Post-Match Vacancy Service must meet eligibility requirements and abide by the published Schedule of Dates as shown at natmatch.com/psychint.
3. Internship programs must offer all of their internship positions in Phase I of the APPIC Match.
4. Match participants (including applicants, internship programs, and doctoral programs) must provide complete and accurate information to other Match participants, APPIC, and National Matching Services Inc.
5. For both Phase I and Phase II of the APPIC Match, the AAPI 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, and no site may request a printed copy of an applicant's application materials.
6. For Phase I of the Match, internship programs that conduct interviews must make a reasonable effort to notify every applicant who submits a complete set of application materials as to their interview status.
7. The communication of ranking information, which includes intention to rank or the position of any applicant or program on a Rank Order List, must adhere to the subparagraphs below.
8. Results of the APPIC Match constitute binding agreements between applicants, internship programs, and APPIC that may not be reversed without APPIC's consent.
9. 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.
10. Positions that remain unfilled in Phase I of the Match must be offered in Phase II of the Match. 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, must also be offered in Phase II.
11. Upon completion of both Phases of the APPIC Match, internship programs that have one or more open positions may publicize these positions in the Post-Match Vacancy Service or by other means. Programs may make offers of admission (verbal or written) to eligible applicants who are not already matched, even if those applicants did not participate in the APPIC Match.
12. Individuals who perceive violations of these policies are urged to request compliance with APPIC policies from the appropriate party (parties).
Interns work in each rotation for approximately four hours per week. In some cases, it is possible for an intern to contract to do two rotations in a training phase (e.g., two hours each). Typically, one of the licensed SHS psychologists supervises them in the rotation. As some rotations are dependent on the needs of the specialized area and/or availability of supervisors, not all rotations are available each semester and may not even be available in a given training year. With this said, we will try to meet the interests of each intern to the best of our ability. While the rotations have typically been carried out in one of the following areas, it is possible for an intern to suggest a new rotation that optimally meets their training interests and needs.
Psychotherapy
In addition to the normal therapeutic services interns provide, additional opportunity to provide therapy can function as a rotation. If no other rotation is selected, this will become the default rotation for the 4-hour time slot. It is suggested that interns interested in more therapy service delivery qualify their rotation in this regard by modality, emphasizing either group therapy, couples therapy, or individual therapy. In the case of individual therapy, an emphasis should be selected such as population (i.e., specific diversity) and/or treatment type (e.g., substance abuse).
Multicultural
Interns interested in gaining more experience in diversity related activities can choose to do the Multicultural Rotation. Additional diversity opportunities may include: helping to develop and offer diversity trainings to the SHS staff or other people in the UVU community, working on programs with Multicultural Student Services, and creating diversity related material to distribute to the campus.
Teaching
Opportunities for teaching a variety of Behavioral Science credit courses are available for interns. For an idea of courses that are taught at UVU, see the course catalog. To be eligible for this rotation, interns will need to apply for a Behavioral Science adjunct faculty position. While UVU employs a variety of adjunct faculty, courses are first-come, first-serve, and are coordinated with the adjunct faculty advisor in the Behavioral Science department.
Research
If an intern desires further work in clinically-oriented psychology research, this rotation should be chosen. Interns can make research proposals or participate in research lines of interest to them. Discuss your interests with the Training Committee. If deemed appropriate, such proposals can be treated as a rotation and the intern will be paired with a supervisor experienced in research construction and activity or with a colleague in the Behavioral Science department at UVU. This rotation should be distinguished from work on the intern’s dissertation (especially since time can already be allotted for dissertation work).
Outreach
In addition to an intern’s normal outreach activities, an intern desiring additional experience with outreach may elect this rotation. Additional outreach can involve working with a variety of departments on campus. Providing psychoeducational seminars and providing preventative interventions such as the “Question, Persuade, Refer” Suicide Prevention Program may also form a significant part of this rotation.
Additional Rotations
It is possible to create a specialized rotation that addresses the interests and needs of the intern. As the majority of these rotations involve departments and entities outside of Student Health Services, their availability cannot be guaranteed. Although the intern will have the support and assistance of the Training Director of the Doctoral Internship Program and the Clinical Director of Mental Health Services, it is primarily the responsibility of the intern to establish a specialized rotation. Past examples of such rotations include:
Administrative: The Mental Health Clinic at SHS often engages in a variety of administrative responsibilities and activities that may include being involved with activities related to interfacing with other campus departments, engaging in program development and implementation, or quality assurance activities. This may also include participation with UVU’s Behavioral Assessment Team (which functions as the threat assessment team for UVU).
Autism Spectrum: Housed on the UVU campus is the Melisa Nellesen Center for Autism, which provides education, resources, and support to the university and the community. The goal is to help students on the spectrum to manage their academic, interpersonal, and work demands while also addressing any additional mental health needs.
UVU’s Women's Success Center: This center’s focus is to address low enrollment and graduation of women at Utah Valley University. Their programs are designed to help students stay on course and graduate. Although these programs are designed specifically for women, they are available to every student on campus.
Community Engagement: UVU proactively seeks ways to interface with the broader community and prides itself on its community engagement. Work in areas germane to the field of psychology in the broader community can provide interns with varied experience not typical of the university atmosphere, as well as provide services to individuals in the community who are or may become UVU students.
