The staff of Emory University Counseling and Psychological Services (CAPS) seeks to provide training and service which reflects a commitment to ethical principles, sensitivity to cultural issues, and dedication to competence. The internship year is seen as a time for trainees to expand and polish developing clinical skills by receiving a balance of challenges and support. The Center's model of training emphasizes three components: intern development over the course of the internship year, mentoring relationships with senior professionals, and the importance of combining practice with science (practitioner/scholar model). Interns are viewed as colleagues with valuable perspectives and insights, but are also given the instruction and support appropriate for their level of experience and training.

It is the goal of the Emory CAPS internship to train clinical and counseling psychologists who are competent and comfortable with varied settings, populations, and treatment modalities. Therefore, each intern receives diverse training opportunities, both within CAPS and in the larger University community. Individual supervision by psychologists with different theoretical backgrounds and clinical styles is provided to assist each intern's development of a personal clinical orientation that is theory-based, informed by the scientific literature, and responsive to client concerns and needs.

The Emory Counseling and Psychological Services is committed to maintaining a diverse staff whose members fully appreciate diversity in others. Therefore, CAPS staffing, policies, and activities reflect sensitivity to, and respect for, human differences in gender, race, religion, ethnicity, national origin, sexual orientation, gender identity, and disability. Diversity issues are infused in all didactic and experiential components of the internship program, including the internship's seminars, supervision of clinical work, and case assignment meetings.

The CAPS training program has adopted the American Psychological Association guidelines and policies related to preparing trainees to work effectively with diverse populations.

Preparing Professional Psychologists to Serve a Diverse Public

This statement was developed by the Education Directorate's Working Group on Restrictions Affecting Diversity Training in Graduate Education, and approved by the Board of Educational Affairs in March 2013.

Statement of Purpose

For psychologists to competently serve all members of the public now and in the future, professional psychology training programs strive to ensure that psychology trainees demonstrate acceptable levels of knowledge, skills and awareness to work effectively with diverse individuals. Clients/patients are complex individuals who belong to diverse cultures and groups. Trainees also bring a complex set of personal characteristics and diverse cultural or group memberships to the education and training process. An important component of psychology training to explore is when and how trainees’ world views, beliefs or religious values interact with and even impede the provision of competent professional services to members of the public. It is essential that potential conflicts be acknowledged and addressed during training so that psychologists are prepared to beneficially and non-injuriously interact with all clients/patients. This statement is intended to help training programs address conflicts between trainees’ worldviews, beliefs or religious values and professional psychology’s commitment to offering culturally responsive psychological services to all members of the public, especially to those from traditionally marginalized groups.

Commitment to a Supportive Training Environment

Training environments foster the ability of trainees to provide competent care to the general public, and trainees’ competencies in professional practice are evaluated regularly. Some trainees possess worldviews, values or religious beliefs that conflict with serving specific subgroups within the public. For example, they may experience strong negative reactions toward clients/patients who are of a particular sexual orientation, religious tradition, age or disability status. Trainers take a developmental approach to trainee skill and competency acquisition and support individual trainees in the process of developing competencies to work with diverse populations. Trainers respect the right of trainees to maintain their personal belief systems while acquiring such professional competencies. Trainers also model the process of personal introspection; the exploration of personal beliefs, attitudes and values; and the development of cognitive flexibility required to serve a wide diversity of clients/patients. Training to work with diverse clients/patients is integral to the curriculum, and consists of both didactic coursework and practical training.

Training programs, trainers and trainees cannot be selective about the core competencies needed for the practice of psychology because these competencies are determined by the profession for the benefit of the public. Further, training programs are accountable for ensuring that trainees exhibit the ability to work effectively with clients/patients whose group membership, demographic characteristics or worldviews create conflict with their own. Trainers respectfully work with trainees to beneficially navigate value- or belief- related tensions. At times, training programs may wish to consider client/patient re-assignment so trainees have time to work to develop their competence to work with client/patients who challenge trainees’ sincerely held beliefs. Trainers utilize professional judgment in determining when client/patient re-assignment may be indicated in this situation as in all other possible situations in which client/patient re-assignment may be considered. The overriding consideration in such cases must always be the welfare of the client/patient. In such cases, trainers focus on the trainees’ development, recognizing that tensions arising from sincerely held beliefs or values require pedagogical support and time to understand and integrate with standards for professional conduct. Thus trainees entering professional psychology training programs should have no reasonable expectation of being exempted from having any particular category of potential clients/patients assigned to them for the duration of training.

Commitment to Transparency in Educational Expectations, Policies and Procedures

Psychology training programs inform prospective trainees and the public of expected competencies to be attained during training. Publicly available program descriptions and admission materials should include the program’s goals and objectives, content about training standards and the commitment to serving a diverse public. These expectations are reiterated throughout the course of training and in documents such as practicum contracts. Training programs are responsible for notifying prospective trainees, current students and the public that the failure to demonstrate appropriate levels of competence as set forth and assessed by the program could lead to dismissal from the doctoral training program.

Commitment to Establishing and Maintaining Standards for Professional Competence to Protect the Public

As the largest professional and scientific organization of psychologists in the United States, the American Psychological Association has sought to create, communicate and apply psychological knowledge for the public’s benefit for more than a century. It does this, in part, by establishing a professional code of ethics and standards for professional education and training for practice. These APA documents mandate that education and training programs take reasonable steps to ensure that doctoral-level graduates are prepared to serve a diverse public.

Footnote: This statement was prepared as an educative summary of relevant pedagogical principles applicable to doctoral training of psychologists and is consistent with both the APA Ethics Code (2010) and the Guidelines and Principles for the Accreditation of Professional Psychology Programs of the APA's Commission on Accreditation (APA, 2012). APA’s Ethics Committee and the Commission on Accreditation are responsible for interpreting and adjudicating these standards. This statement supports and is not intended to supersede either of these documents.

Preparing Professional Psychologists to Serve a Diverse Public

Program Structure

The internship program begins on August 1 and ends on July 31. All interns are based within CAPS, but also spend some of their training time in other settings on campus. Services at CAPS are provided primarily between the hours of 8:30 a.m. and 5:00 p.m. However, staff members and interns provide some psychoeducational outreach programs and crisis intervention services which, on occasion, take place during the evening and on weekends. Interns also participate in providing after-hours crisis consultation on a rotating basis. Work weeks usually will vary between 40 and 45 hours per week. Approximately half of the interns’ time is spent in direct clinical or consultative services, with the other half divided between supervision, seminars, and administrative/case management duties.

Supervision

Each intern is assigned a Preceptor, a senior staff member who serves as a resource, advocate, and advisor for the intern. The preceptor, who may be a psychologist or clinical social worker, is responsible for overseeing the intern's training experiences and progress throughout the internship. It is expected that the preceptor relationship will allow each intern to develop a professional mentoring relationship with a senior staff member with less concern about evaluation.

Each intern will work with several different clinical supervisors during their training. The Primary Supervisor, a licensed psychologist on the CAPS staff, meets individually with the intern for a minimum of 2 hours per week. An additional hour of individual supervision each week is provided by the Case Supervisor. Case supervision typically focuses on a particular client or type of intervention. Interns receive additional supervision on their outreach, stress clinic, group, and consultation experiences.   

All interns participate as group leaders and facilitators in the Stress Clinic, for which a weekly, 1-hour group supervision is scheduled. During this meeting, trainees receive supervision on Stress Clinic clients seen individually and those receiving treatment in a class format. Training is provided on the use of various types of biofeedback equipment and treatment protocols. Time is also devoted to addressing issues related to program planning, development, and assessment.

In total, interns receive 4 or more hours of supervision each week (Primary: 2 hours; Case: 1 hour; Stress Clinic: 1 hour).

Emory University Counseling and Psychological (CAPS) Trainee Self-Disclosure Policy:

Training staff at Emory University CAPS value the power and complexity of the therapeutic relationship. Because of this value, in our intervention, supervision, and training activities there is a focus on the "person-of-the-therapist" and how this may impact the quality and effectiveness of work with clients and consultees. Trainees may be asked to reflect upon and share the ways that their own personal qualities, reactions and experiences influence and are impacted by their clinical work in supervision and other training settings. Such exploration and disclosure is not intended to serve as psychotherapy for the trainee, and is focused on enhancing self-awareness and professional development as related to the trainee's clinical practice during the training program. Supervisors and other training staff are expected to explore relevant information in a respectful, non-coercive manner, within the context of a safe and supportive professional relationship.

Seminars and Supervision Meetings

Interns participate in a number of didactic training experiences while at CAPS. The training seminars are designed to enhance and supplement the learning that occurs through supervision and clinical experiences.

Clinical Issues

The Clinical Issues Seminar explores a broad spectrum of theoretical and applied clinical issues. These include Ethics, Cultural Diversity, Psychopathology and Diagnostics, Short-term Therapy Models, Professional Development Issues, and Clinical Theory and Methods. This seminar combines didactic presentations with case discussions, and the curriculum is flexible in order to reflect the interests and needs of the current intern class. This seminar is two hours biweekly, alternating with Diversity Dialogues Seminar.

Diversity Dialogues

The Diversity Dialogues Seminar meets two hours biweekly, alternating with Clinical Issues Seminar. This seminar focuses on intersectionality and multicultural identities and allows for deeper discussions of topics such as oppression, privilege, social justice, cultural experiences, and identity development.

Outreach and Consultation Seminar

This seminar, which is part of the orientation process, focuses on intern outreach and consultation work with offices and organizations on campus. The seminar includes didactic readings, presentations on consultation theory, and guest speakers. The seminar is provided by a licensed psychologist on the CAPS staff.

Peer Supervision Seminar

This 1-hour biweekly seminar focuses on developing supervisory skills. Through reading relevant literature, group discussions, and watching examples of clinical supervision, trainees hone their skills as clinical supervisors. Interns present supervision questions to the group and provide consultation and supervision to one another under the supervision of a licensed psychologist on the CAPS staff.

Group Seminar

A biweekly, 1 hour Group Therapy seminar and supervisory meeting focuses on processes and procedures for conducting psychotherapy groups. Stages of group development, theories of group process, and ethical issues in group leadership are explored. In addition, some supervision of intern's group therapy work is provided in the context of this seminar.

Case Assignment Committee

Interns participate with senior staff in this weekly case assignment committee meeting for the first month of their internship. Interns will learn about how new clients are presented and assigned or recommended for referral. Treatment issues and client dynamics are discussed, along with initial treatment planning recommendations. Interns have the opportunity to choose clients for their caseloads during the Case Assignment Committee meetings, with input from senior staff supervisors.

Multicultural Film Festival

Each week during the summer, senior staff, interns, and postgraduate fellows participate in a viewing of films which focus on race, class, gender, sexual orientation, religion, gender identity or other cultural factors. Following the viewing, there is a discussion of the issues raised and the ways that they may impact our perspectives and our work with clients.

Direct Clinical Service & Applied Experiences

Each trainee is involved in a number of types of applied experiences during the training year. Direct clinical service includes initial diagnostic assessments, brief psychotherapy with individuals and couples, group therapy, longer-term therapy, crisis intervention, and on-call emergency coverage. Trainees also gain experience with outreach and consultation, peer supervision, case management, and other activities related to elective experiences. Each intern is expected to provide a minimum of 500 hours of direct, face-to-face, clinical service during the year in order to successfully complete internship and meet Georgia licensure requirements.

Psychotherapy

Emory Counseling and Psychological Services provides psychotherapy services to an undergraduate and graduate student population which reflects society's diversity in terms of race, ethnicity, sexual orientation, age, gender, SES, gender identity and religion. Clients at CAPS present with a wide range of needs and concerns, ranging from developmental or transitional difficulties to serious, chronic psychopathology. Interns gain experience in using a variety of theoretical orientations and interventions to assist clients’ growth and remediation. Each intern typically has a caseload of 12 - 15 clients.

In addition to brief therapy clients (typically seen for between 7-20 sessions), interns may carry one long-term client for the duration of the internship year. It is also expected that each intern will have the opportunity to co-lead a therapy group during the internship year. Interns are involved in case selection, with input from supervisors. This ensures that each intern's caseload is appropriately diverse, but also allows interns to focus on developing specialty or interest areas.

Campus Outreach and Consultation

Interns have the opportunity to provide psychological and systems-oriented consultation for professional and paraprofessional staff on Emory's campus. Typical services include crisis management assistance, consultation for non-urgent student concerns, paraprofessional training, providing outreach workshops to address concerns within the residence halls, and mediation of organizational or staffing issues. Interns may select an area of outreach emphasis and will be given priority assignment for outreach programming within this area.

Stress Clinic

Interns gain valuable experience in stress management and biofeedback interventions through working in the Stress Clinic. This opportunity allows trainees to hone skills in program development, implementation, and evaluation. Trainees will become familiar with biofeedback using Heart Math's emwave system and other programs to treat a variety of issues related to stress. Client interventions are conducted in a small class format where all participants have access to their own computerized biofeedback station. Classes are experiential which allows clients to develop their own personalized toolbox of relaxation strategies. Classes also incorporate a psychoeducational component, covering a range of topics relevant to stress management. Trainees are expected to contribute to the development of psychoeducational materials, including relaxation scripts and recordings. 

Psychological Assessment

Interns gain significant diagnostic and assessment experience by conducting weekly initial assessment interviews which focus on eliciting the information needed to formulate initial treatment plans for new clients. The CCAPS is also used for assessment at intake and throughout the treatment process. CAPS does not typically conduct formal psychological testing. 

Crisis Intervention

Interns participate in the Center's on-call rotation along with senior staff, to assist students who come into the center in crisis during office hours. During the early part of the year, interns primarily serve as back-up for senior staff, but they are allowed to assume more responsibility as the year progresses and they gain experience. Crisis intervention activities may include case management with agencies on- or off-campus, consulting with parents, faculty members or peers who are concerned about a student on campus (within the limits of confidentiality), or providing debriefing after campus emergencies. In addition, interns participate in providing after-hours emergency coverage on a rotating basis during the spring semester. A senior staff member is always available for consultation during daytime and evening on-call hours.

Additional Training Activities

In addition to the training experiences outlined above, interns may have the opportunity to participate in other ongoing training activities within the University as they are available. These may include the Clinical Research Conference within the Department of Psychology and Psychiatry Grand Rounds at the Medical School. Interns are also allowed educational leave time for conference or workshop attendance, and receive a travel fund ($200) for professional development expenses. 

Faculty and Staff Consultation

 The objective of the Faculty & Staff Consultation program is to assist faculty/staff members when they encounter students with personal concerns that impact both the individual student and academic environment. Interns have the opportunity to consult directly with faculty/staff via their on-call rotations. Interns may also assist senior staff in providing outreach programs to faculty and staff who are concerned about meeting student needs.

Emory HELPLINE

The Emory HELPLINE is a student-run, volunteer, telephone crisis counseling service, which is advised by CAPS staff. Interns who are matched to this elective assist the senior staff member who directs this program. The intern matched to this elective has the opportunity to develop skills in providing clinical group supervision to paraprofessionals within this community-based intervention program. Interns also have the opportunity to develop skills in professional mentorship and advisement. Finally, interns have the opportunity to become actively involved in the recruitment and training of potential HELPLINE volunteers. Training activities include providing lectures on special topic areas and direct assistance with counseling skills development via supervision of trainee role plays.

Family Therapy Team

As available, interns may choose to participate in specialized training and supervision in family and couple's therapy. This training takes place at Grady Hospital, an Emory-affiliated public hospital in downtown Atlanta. Participants in the Family Therapy Team participate in live supervision of couples and family therapy, and may have the opportunity to provide direct services.

Internship Training Goals and Aims:

The internship training program at Emory Counseling and Psychological Services provides supervised applied experience to graduate students in clinical psychology and counseling psychology.  The general goals for the program are: 

• To develop each intern’s applied skills and competence in the areas of psychotherapy, crisis management, consultation, outreach, supervision and diagnostics. 
• To develop each intern’s professional identity within a generalist model, in order to allow for competent and ethical professional functioning in a variety of settings and roles.
• To develop each intern’s cultural awareness, sensitivity and competence to provide services to diverse client populations.
• To develop each intern’s ability to utilize theory and science to inform the practice of psychology and provision of consultative and therapeutic services.

Specific training goals at CAPS vary according to the level of experience and the professional discipline of the trainees.  In addition, individual goals for the training year are developed by each trainee, in conjunction with their preceptor and/or primary supervisor.  Specific training aims for the internship are listed below.

Overview of Psychology Doctoral Intern General Training Aims:

The Training Aims of the internship training program are to provide comprehensive training that prepares interns for the varied professional roles assumed by professional psychologists.  These Training Aims reflect the Profession-wide Competencies that have been identified by the American Psychological Association (APA).    Specific competencies for each area are detailed on intern evaluation forms, which are included below. 

By the end of the internship year, each intern should have achieved an intermediate to advanced level of competence in the following areas: 

1. Research: Interns should be competent consumers of the scientific literature, particularly as it applies to their clinical and consultative work.  
2. Ethical and Legal Standards: Interns should understand and adhere to the American Psychological Association Ethical Principles and Code of Conduct, as well as the Georgia Laws which govern the practice of applied psychology.   
3. Individual and Cultural Diversity: Interns should demonstrate understanding of, and sensitivity to, issues of human diversity as they impact the clinical, consultation, outreach, supervision and research functions of psychologists.
4. Professional Values, Attitudes and Behaviors: Interns should be able to demonstrate values, attitudes and behaviors which are consistent with those of the psychology profession.  These include reflective practice and self-awareness, appropriate professional conduct, self-care, and the ability to manage personal stressors and reactions.
5. Communication and Interpersonal Skills: Interns should demonstrate appropriate verbal and written communication skills with clients, colleagues, supervisors, outreach/consultation constituents, and other CAPS staff.
6. Assessment: Interns should be able to perform psychodiagnostic assessment using diagnostic interviews. The intern should be able to complete written reports of initial assessment findings, along with recommendations for treatment disposition. The intern should be able to develop and communicate appropriate written and verbal feedback regarding client diagnoses, conceptualization, and treatment needs following initial assessment.
7. Intervention (Psychotherapy/Case Management/Crisis Intervention): Interns should demonstrate competence in providing direct case management and clinical services, which may include short- and longer-term individual, group and couples' psychotherapy, clinical case management, and crisis intervention.  Interns should be able to provide crisis management services, including assessment of suicide/homicide risk, appropriate use of consultation with other professionals, and identification and utilization of campus and community resources.  Implicit in this aim is the expectation that interns will use supervision experiences to develop a theory-based conceptualization for each client, utilize relevant literature to direct treatment planning, and to intervene appropriately, based on client needs.
8. Supervision: Interns should become familiar with models of supervision and increase their supervision competence through supervised peer supervision.
9. Consultation and Interprofessional/Interdisciplinary Skills: Interns should have an understanding of theoretical models of consultation and outreach, and demonstrate applied proficiency in consulting with systems, including provision of outreach/preventive programming. Interns should demonstrate competence in collaborating and consulting with mental health and healthcare professionals from other disciplines. 

The Emory CAPS doctoral internship program measures intern growth and competence over the year in using a number of methods.  These include:

• Participation in weekly supervision, case conferences, seminars and meetings.
• Ability to articulate diagnostic impressions, conceptualization, and treatment plan for initial assessments and ongoing therapy cases during weekly supervision meetings.
• Supervisor review of session recordings and intern clinical documentation.
• Ability to articulate relevant clinical assessment, client safety and crisis management concerns to supervisors when managing crises with ongoing clients and during on-call days.
• Supervisor ratings of intern achievement on Center evaluation forms.
• Intern ratings on pre- and post-internship self-assessment forms.
• Intern selection of a culturally diverse clinical caseload during Case Assignment Committee (CAC) meetings.
• Ability to articulate relevant issues related to cultural and individual diversity during weekly supervision meetings.
• Intern choice of a film with significant cultural content and facilitation of post-film discussion of the relevant issues with senior staff and peers during the Multicultural Film Festival. 
• Information regarding licensure, employment and other career achievements via former intern surveys.
• Interns’ ability to articulate professional development and career goals with clarity and awareness of own strengths and areas for growth during supervisor, preceptor and Training Director meetings.

Minimum Thresholds for Achievement for Expected Competencies:

On their final evaluations, interns must receive ratings of 3 “Average performance for intern in training” or above, on all the evaluation items, in order to complete the internship successfully.

EMORY UNIVERSITY COUNSELING AND PSYCHOLOGICAL SERVICES INTERN EVALUATION FORM

 

All application materials should be submitted online using the APPIC Application for Psychology Internship.  Use of the Standardized Reference form for AAPI is required by this internship progam. Furlther details regarding this process are available on the APPIC website. All of the application materials will be uploaded via the applicant portal on the APPIC website. We will not accept any paper materials. The electronic application includes:

• Completed Curriculum Vita
• Cover Letter
• Three letters of recommendations. You may choose to include a fourth letter if it provides a unique perspective, but we only require 3.
• Graduate school transcripts 

Application Deadline

All materials should be submitted before 11:59 pm (EST) on November 1, 2023.

Internship Training Coordinator: 

Katie Werner, Psy.D.
Associate Director for Training
Emory University Counseling and Psychological Services
1462 Clifton Road, Suite 235
Atlanta, Georgia 30322 
(404) 727-7450

2022-2023

• Michelle Aiello, B.S., Counseling Psychology, Georgia State University
• Jeraca Gayle, M.A, Clinical Psychology, Alliant International University
• Sabah Islam, M.A., Clinical Psychology, University of Denver

2021-2022

• Jihee Hong, M.A, Counseling Psychology, Georgia State University
• Shannon Hughley, M.A, Clinical Psychology, University of Massachusetts Boston
• Jing Wang, M.Div., M.A, Clinical Psychology, Wheaton College

2020-2021

• Alia Azmat, M.Ed., Counseling Psychology, Purdue University
• Camille Belle, M.Ed., Counseling Psychology, Texas A&M University
• Kathleen Burns, M.A., Clinical Psychology, University of Hartford

2019-2020

• Whitney Adams, M.A., Counseling Psychology, University of Texas at Austin
• Abey Wachira, M.A., Counseling Psychology, University of Nebraska-Lincoln
• Hannah Warshowsky, M.S., Counseling Psychology, University of Florida

2018-2019

• Ellis Bernstein, M.A., Counseling Psychology, Auburn University
• Jason Edwards, M.A., Counseling Psychology, University of Missouri- Columbia
• Amelia Hoyle, M.Ed., Counseling Psychology, University of Georgia

2017-2018

• Rhondo Donoho, Ph.D., Counseling Psychology, New York University
• Rebekah Gueco, M.A., Clinical Psychology, Alliant International University/CSPP-Los Angeles
• Alexis Lopez, Psy.D., Clinical Psychology, Chicago School of Psychology- Chicago Campus

2016-2017

• Nicole Chery, M.Ed., Counseling Psychology, University of Tennessee - Knoxville
• Terrence Harper, M.S., Counseling Psychology, Eastern Michigan University
• Jasmine Winbush, M.S., Clinical Psychology, Roosevelt University

2015-2016

• Carissa Balderas, Ph.D., Counseling Psychology, University of Georgia
• Alanna Carrasco, Psy.D., Counseling Psychology, Our Lady of the Lake University
• Nahal Delpassand, Psy.D., Counseling Psychology, Our Lady of the Lake University

2014-2015

• Candice Crowell, Ph.D., Counseling Psychology, University of Georgia
• Angela Montfort, Ph.D. Counseling Psychology, Georgia State University
• Lindsay Murrell, Ph.D., Counseling Psychology, Oklahoma State University

2013-2014

• Amanda Foster, Ph.D., Counseling Psychology, Colorado State University
• Katherine Kharas, Psy.D, Clinical Psychology, Adler School of Professional Psychology
• Chantea Williams, Ph.D., Counseling Psychology, Teachers College, Columbia University

2012-2013

• Lindsay Ellch, Psy.D., Clinical Psychology, Adler School of Professional Psychology
• John Jackson, Ph.D., Clinical Psychology, University of Maryland, College Park
• Jason Mayotte-Blum, Ph.D., Clinical Psychology, Adelphi University

2011-2012

• Ian Bonner, Psy.D., Clinical Psychology, Adler School of Professional Psychology
• Anne Marie Jeffries, Psy.D., Clinical Psychology, Argosy University-Atlanta
• Patrick Oates, Psy.D., Clinical Psychology, Argosy University-Atlanta
• Karen Tringle, Psy.D., Clinical Psychology, Argosy University-Atlanta

2010-2011

• Ayanna Abrams, Psy.D, Clinical Psychology, Chicago School of Professional Psychology
• Jennifer Cox, MSW, Psy.D, Clinical Psychology, Spalding University
• Katie Tart-Allen, Psy.D, Clinical Psychology, Argosy University-Atlanta

2009-2010

• Leanna Fortunato, Ph.D., Clinical Psychology, Eastern Michigan University
• Jessica Kordansky, Ph.D., Counseling Psychology, Georgia State University
• Lauren Moffitt Edwards, Ph.D., Counseling Psychology, University of Tennessee-Knoxville

2008-2009

• Jessica Miller, Psy.D, Clinical Psychology., Indiana University of Pennsylvania
• Gabriela Ramierez-Lewis, Psy.D, Clinical Psychology, Argosy University-Atlanta
• Diana Simeonova, Ph.D., Clinical Psychology, Emory University

2007-2008

• Daniel Crosby, Ph.D., Counseling Psychology, Brigham Young University
• Kathryn Ganske, Ph.D., Counseling Psychology, Georgia State University
• Claudia Brasfield, Ph.D., Counseling Psychology, Georgia State University

2006-2007

• Maryam Ilahi, Psy.D., Clinical Psychology, Illinois School of Professional Psychology
• Chandana Kanithi, Psy.D., Clinical Psychology, California Institute of Integral Studies
• John Wilson, Psy.D., Clinical Psychology, Georgia School of Professional Psychology

2005-2006

• Susanna Gallor, Ph.D., Counseling Psychology, University of Maryland -College Park
• Stephanie Klein, Ph.D., Clinical Psychology, American University
• Rebecca Walter, Ph.D., Clinical Psychology, Catholic University

2004-2005

• Jaime A. Blandino, Ph.D., Clinical Psychology, Georgia State University
• Angela D. Schaffner, Ph.D., Counseling Psychology, Ball State University
• Benjamin Stillman, Psy.D., Clinical Psychology, Loyola College of Maryland

2003-2004

• Meredith M. Campbell, Psy.D. Clinical Psychology, University of Denver
• Nancy K. Lewis, Psy.D., Clinical Psychology, Georgia School of Professional Psychology
• Maria Mosby-Nickens, M.S., Counseling Psychology, Howard University

2002-2003

• Lindi A. Meadows, Ph.D., Clinical Psychology, Georgia State University
• Kesi L. Miller, Ph.D., Clinical Psychology, Southern Illinois University at Carbondale
• James D. Russell, Psy.D., Clinical Psychology, Georgia School of Professional Psychology

2001-2002

• Melonie A. Bell, Ph.D., Counseling Psychology, University of Georgia
• Nelson J. Binggeli, Ph.D., Counseling Psychology, Georgia State University
• Scott M. Salathe, Psy.D., Clinical Psychology, Spalding University

2000-2001

• Jessica O. Baker, Ph.D., Counseling Psychology, University of Florida
• L. Carolyn Turner, Ph.D., Clinical Psychology, University of Louisville
• Allan P. Vives, Ph.D., Clinical Psychology, The Pennsylvania State University

1999-2000

• Wendy C. Bailey, Ph.D., Clinical Psychology, Emory University
• Joya A. Crear, Ph.D., Counseling Psychology, The Pennsylvania State University
• Rashaun K. Roberts, Ph.D., Clinical Psychology, Case Western Reserve University

1998-1999

• Maureen C. Deger, Ph.D., Counseling Psychology, Arizona State University
• Deborah L. Southerland, Ph.D., Counseling Psychology, University of Southern California
• Michelle L. Toma-Harrold, Ph.D., Clinical Psychology, Michigan State University

1997-1998

• Nicole L. Jenkins, M.A., Clinical Psychology, Southern Illinois University-Carbondale
• Gregory Simonsen, Ph.D., Counseling Psychology, University of North Texas
• Jennifer E. Spring, Ph.D., Counseling Psychology, Indiana State University

1996-1997

• Jeffrey Penick, Ph.D., Counseling Psychology, Georgia State University
• Lynn Thompson, Ph.D., Clinical Psychology, University of South Dakota
• Allyson Yarbrough Clay, M.S., Counseling Psychology, University of Southern Mississippi

1995-1996

• Carol Goodwin, Psy.D., Clinical Psychology, Georgia School of Professional Psychology
• John Reed, M.B.A., Ph.D., Counseling Psychology, University of Georgia
• Nicholette Scofield, M.A., Clinical Psychology, Georgia State University

1994-1995

• Sara Dimitri-Carlton, Ph.D., Clinical Psychology, Catholic University
• Jonathan Raskin, Ph.D., Counseling Psychology, University of Florida
• Valerie Vroon Raymond, Psy.D., Clinical Psychology, Georgia School of Professional Psychology

Applicants for the internship should be doctoral candidates from APA-Accredited Clinical Psychology or Counseling Psychology graduate programs. Each applicant should have completed all pre-internship requirements of their university before the internship starting date. Generally, it is expected that an intern will have completed all required courses for the doctorate (at least 3 years of graduate study), will have passed the doctoral candidacy qualifying exam, and will have a minimum of 1000 supervised practicum hours, with 500 minimum face-to-face clinical intervention hours.

A number of sources of information are used to assess candidates for the internship, including the written application, letters of recommendation, and a statement of professional goals. Zoom interviews are also a part of the application process, and are scheduled by invitation. Approximately one-third of applicants are invited to participate in the interview process. Selections are made without discrimination based on race, ethnicity, national origin, religion, gender, gender identity, age, ability, sexual/affectional orientation, or veteran's status. Prior to beginning employment for the internship year, the interns who match with the Emory CAPS internship must successfully complete a pre-employment drug screening and criminal background check, in accordance with Emory University policy.

Emory CAPS Internship program holds membership in the Association of Postdoctoral and Psychology Internship Centers (APPIC) and adheres to APPIC regulations regarding selection and notification of internship applicants. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

EMORY UNIVERSITY NONDISCRIMINATION STATEMENT

Emory University is an inquiry-driven, ethically engaged, and diverse community dedicated to the ideals of free academic discourse in teaching, scholarship, and community service. Emory University abides by the values of academic freedom and is built on the assumption that contention among different views is positive and necessary for the expansion of knowledge, both for the University itself and as a training ground for society at large. Emory is committed to the widest possible scope for the free circulation of ideas.

The University is committed to maintaining an environment that is free of unlawful harassment and discrimination. Pursuant to the University’s commitment to a fair and open campus environment and in accordance with federal law, Emory cannot and will not tolerate discrimination against or harassment of any individual or group based upon race, color, religion, ethnic or national origin, gender, genetic information, age, disability, sexual orientation, gender identity, gender expression, veteran’s status, or any factor that is a prohibited consideration under applicable law. Emory University welcomes and promotes an open and genuinely diverse environment.

This policy is a republishing of the Emory University Equal Opportunity and Discriminatory Harassment Policy, which previously was published at: http://www.emory.edu/EEO/equalopportunitydiscriminatoryharassment.htm

Emory University is an Equal Opportunity/Affirmative Action employer.

The stipend for the internship year is $40,000.00. Interns have the same health and dental insurance benefits as regular, full-time staff, and have access to University library and computer facilities. There is a fitness center on campus which interns may use for a low annual fee. Interns receive two weeks of paid vacation, eleven University holidays, up to 12 sick days, a $200 professional development fund (to assist with conference/workshop attendance costs), 3 hours per week of dissertation research time, and one week of professional or educational leave.

Doctoral Internship Admissions, Support & Initial Placement Data

Internship Program Admission