intern brochure 2021-22. final.website

UNIVERSITY COUNSELING CENTER

UNIVERSITY OF NOTRE DAME

DOCTORAL INTERNSHIPIN HEALTH SERVICE PSYCHOLOGY

2021 - 2022

Accredited by theAmerican Psychological Association

The University Counseling Center

University of Notre Dame

Doctoral Internship in Health Service Psychology

Accredited by the American Psychological Association

Internship Information for 2021-2022

TABLE OF CONTENTS

Title Page

ABOUT ND AND THE UCC

The Setting: The Community 3The University 3

The Training Site: The University Counseling Center 4

University Counseling Center Staff 5

The Facilities 11

THE TRAINING PROGRAM 11

Supervision and Evaluation 13

Weekly Intern Training and Service Activities 14

Core Training Experiences 14

Professional Development 21

ADMISSIONS, SUPPORT, AND INITIAL PLACEMENT DATA 22

APPLICATION AND EMPLOYMENT: PROCESS AND PROCEDURES 24

CURRENT AND PAST INTERNS 25

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THE SETTING

The Community

A vibrant community nestled in the heart of the Great Lakes Region, South Bend/Mishawaka is located inthe north central portion of Indiana approximately 90 miles southeast of Chicago. Its name is earned fromits situation on the southernmost bend of the St. Joseph River. South Bend, together with several othertowns and cities along the Indiana-Michigan border, including Mishawaka and Elkhart, helps to form thearea known as Michiana.

South Bend provides the conveniences of a metropolitan environment without the "big city" headaches.No fighting traffic jams at rush hour or driving miles to get across town is found in Michiana. Rather,pleasant neighborhoods, beautiful countryside, cultural opportunities, educational pride, low cost ofliving, and ready access to local, state, and county parks as well as beautiful Lake Michigan beachesdefine our area.

Many artistic, educational, and entertainment activities are sponsored by the cities of SouthBend/Mishawaka and by Michiana area colleges and universities. Local organizations such as the SouthBend Symphony, the South Bend Museum of Art, the Southold Dance Theater, and the Broadway TheatreLeague sponsor various cultural events. In addition, many nationally known performers and lecturersregularly tour the area. The DeBartolo Center for the Performing Arts (DPAC) on campus has onlyincreased the quality and range of cultural opportunities available. The local art scene is also thriving,with the opening of numerous galleries and the popular Art Beat festival, which takes place every Augustin downtown South Bend. An active community life is also developing in downtown South Bendincluding music, dining, and entertainment options, many of which can be found at http://www.downtownsouthbend. com/. For information about these and other area attractions including theyear-round Farmer’s Market, the East-Race Waterway, and the Studebaker National Museum, please visitthe website for the South Bend Convention and Visitors Bureau at http://www. visitsouthbend. com/.

Michiana sports fans are also never at a loss for something to cheer about - no matter the season. Inaddition to supporting the many student athletes and teams representing the Fighting Irish of Notre Dame,one can enjoy cheering on the South Bend Cubs (a Class A affiliate of the beloved Chicago Cubs), as wellas the Chicago White Sox, Cubs, or Bears. Fans can also rally around the Indianapolis Colts or becomepart of Hoosier Hysteria during the state basketball championships. Enthusiasm for sports in the area is animportant part of local culture.

Finally, the diverse backgrounds represented in the area brings many customs and traditions to localneighborhoods, businesses, and ways of life. Combining the renaissance of downtown historical districtsand parks with the newly developed river walks, bike paths, and Eddy Commons area near campus, thecharacter of each city blends cultural traditions with modern amenities in the unique area that is Michiana.

The University

The University of Notre Dame was established in 1842 by Fr. Edward Sorin, a priest of the Congregationof the Holy Cross. Notre Dame stands on a 1,250-acre campus considered to be one of the most beautifulin the nation. In addition to its traditional reputation for athletic prowess, the University has grown into an

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http://www.downtownsouthbend.com/

http://www.downtownsouthbend.com/

http://www.visitsouthbend.com/

independent, Catholic institution with a national reputation for excellence in teaching, research, andscholarship, and is regularly rated among the top 25 institutions of higher learning by U. S. News andWorld Report. The University has a student population of over 12,600, drawn from all 50 states and over90 countries. Nearly seventy percent of these students are undergraduate students. Approximately 52% ofthe undergraduate population is male, 29% are students of color, 7% are international, and 15% are firstgeneration. Religion is also a significant identity variable on the Notre Dame campus, with approximately81% of ND students identifying as Catholic. The University embraces a mission of educating mind, body,and spirit, seeking students who are creative intellectuals as well as compassionate individuals who striveto be a force for good, seek social justice, and live a life of passion and purpose. Approximately 80% ofundergraduates and 18% of graduate and professional students live on campus in 33 residence halls andmore than 80% are active in-service learning and community volunteer activities. There are no socialfraternities or sororities at Notre Dame – the residence hall is the center for social life for undergraduates.The faculty to student ratio stands at 9 to 1, distributed among 75 undergraduate majors within 6 schoolsand colleges, and over 60 doctoral, master's and professional degree programs. As a result, despite itspredominantly Catholic identity, the student body reflects a diversity that ensures a richness of attitudes,interests, and backgrounds across many domains.

THE TRAINING SITE: The University Counseling Center

The University Counseling Center is best described by the following mission statement:

The University Counseling Center contributes to the overall academic mission of the University of NotreDame within the context of the Division of Student Affairs. We recognize that the stress associated with ahigh-pressure academic environment at a critical developmental period often leads to or reveals problemsthat can be alleviated through therapeutic intervention.

Our mission is to provide counseling and crisis intervention to the students of the University, consultationservices to the campus community, and supervision and training opportunities for future psychologists.While sensitive to the unique characteristics of an intelligent, highly motivated, predominantly Catholicstudent body, we remain committed to the practice of psychology as determined by the ethical code of theAmerican Psychological Association and the laws of the State of Indiana.

We affirm diversity and are committed to creating an environment that recognizes the inherent value anddignity of each person.

The University Counseling Center seeks to provide comprehensive mental health services to Notre Damestudents through direct services through a Stepped Care model including drop-in assessment/triage, briefinterventions, individual and group counseling/therapy, psychoeducational workshops, and referral toresources within the university as well as the local community. The UCC is staffed by licensed clinicaland counseling psychologists and social workers, psychiatrists, and a consulting nutritionist, as well asdoctoral psychology interns and doctoral students from the APA accredited Clinical Psychology programat Notre Dame who work under the supervision of licensed staff.

The UCC offers services to all degree-seeking undergraduate and graduate students. Concerns range fromacute situational stress to more ongoing or complex mental health issues, with the majority of clientspresenting in moderate distress with symptoms of anxiety and/or depression. Most students attending theUniversity are of traditional college age, with more than four in five living on campus. Graduate students

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comprise approximately 25% of the UCC’s clientele. At present, there is no specific session limit at theUCC, although the Center works from a shorter-term clinical model. Students who are outside the UCC’sscope of service may be seen for consultation and assessment and referred to community resources. A24-hour emergency service is offered through the UCC to the University community. Senior staff assistwith after-hours coverage, while interns and senior staff share drop-in assessment/triage coverage duringCenter office hours.

Each semester the UCC offers a variety of group experiences to meet student needs including processgroups, structured/skills-based groups, and support groups/spaces for marginalized students, as well asshorter-term psychoeducational workshops on topics of such as stress management, self-compassion,effective communication skills, managing change and uncertainty, and perfectionism. The UCCadditionally provides consultation to the University community. Students, faculty, and staff may consultwith UCC staff regarding situations related to students and student life problems. Programs can also bedesigned to meet the specific needs of University groups or organizations. Walk-in support andconsultation services for students is also offered through the UCC’s Let’s Talk program. Finally, UCC staffoffer a variety of outreach and consultation programs on request, including programs on helping studentsin distress, stress management, performance enhancement, eating issues, and coping skills for depressionand anxiety.

UNIVERSITY COUNSELING CENTER STAFF

Senior Staff

Peter W. Barnes, Ph. D., HSPPUniversity of Memphis, 2003, Counseling PsychologyStaff PsychologistLicenses/Certifications/Additional Titles: Licensed Psychologist and Health Service Provider in state ofIndiana; Concurrent Assistant Professor, Department of Psychology, University of Notre DameArea of Responsibility: UCC WebmasterProfessional Memberships: American Psychological Association, Association for Contextual BehavioralScienceClinical Interests and Areas of Expertise: anxiety, social anxiety, depression; stress management; men'sissues; multicultural issues; LGBTQ issues, wellness, and preventionTheoretical Orientation: Acceptance and Commitment Therapy (ACT); cognitive-behavioral therapies,integrating a variety of other theoretical/therapeutic elements and lenses from humanistic,self-compassion, feminist, positive psychology, and multicultural perspectivesPersonal Interests: Spending time with my wife, son, and daughter; bass player for local rock band,Phineas Gage; LSU and New Orleans Saints football; traveling; movies; cooking (especially New Orleanscuisine); reading; politics

Emily S. Burris, Ph. D.Alliant International University, 2017, Clinical PsychologyStaff PsychologistLicenses/Certifications: Licensed Psychologist in state of Indiana; Licensed Psychologist in state ofMichiganProfessional Memberships: Association for Contextual Behavioral Science, AmericanPsychological Association, APA Division of Trauma Psychology, APA Society of Consulting

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Psychology, National Register for Health Service PsychologistsClinical Interests and Areas of Expertise: Psychological assessment and treatment of mooddisorders and behavioral symptomatology secondary to trauma, neurodevelopmental conditions,LGBTQ issues, grief/loss, and transitional problems; risk assessment; traumatic eventmanagement/post-vention; and psychological consultation with medical and non-medicalprofessionalsTheoretical Orientation: Integrative approach incorporating cognitive-behavioral and ACTperspectivesPersonal Interests: Spending time with family, physical fitness, reading, photography, caring for my dogs,and trivia

Christine G. Conway, Ph. D., HSPPUniversity of Notre Dame, 1985, Counseling PsychologyDirectorLicenses/Certifications: Licensed Psychologist and Health Service Provider in state of Indiana; LicensedPsychologist in states of Pennsylvania and MarylandProfessional Memberships: Association of University and College Counseling Center Directors,American Psychological Association, Division of Counseling PsychologyClinical Interests and Areas of Expertise: College student development, health & wellness, sexual assaultprevention & treatment, substance abuse prevention, and mindfulness & meditation.Theoretical Orientation: Integrative approach incorporating cognitive-behavioral, ACT, relational,mindfulness and systems perspectivesPersonal Interests: Spending time with family and friends, cooking (and eating), gardening, knitting, andtraveling to new places

Josephine Dickinson, Ph. D., HSPPUniversity of Akron, 2007, Counseling PsychologyStaff PsychologistLicenses/Certifications/Additional Titles: Licensed Psychologist and Health Service Provider in state ofIndiana; Concurrent Assistant Professor, Department of Psychology, University of Notre DameProfessional Memberships: American Psychological AssociationClinical Interests and Areas of Expertise: Issues pertaining to depression, anxiety, trauma and abuserecovery, gender and sexual identity, career concerns, supervision, and trainingTheoretical Orientation: Integrative approach incorporating relational, cognitive-behavioral, humanistic,feminist, and multicultural perspectivesPersonal Interests: Reading and writing poetry, spending time with my sister

Jordan Dolson, Ph. D.Purdue University, 2020, Counseling PsychologyStaff PsychologistLicenses/Certifications: Limited Licensed Psychologist in state of MichiganProfessional Memberships: American Psychological AssociationClinical Interests and Areas of Expertise: Anxiety, grief and loss, eating and body imageconcerns, family of origin concerns, graduate students, relationship difficulties, school-life-workbalance, self-compassionTheoretical Orientation: I work from an integrative standpoint, approaching therapy primarilythrough a Cognitive Behavioral Therapy (CBT) and person-centered lens, within a

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multiculturally-informed framework. I also draw from Acceptance and Commitment Therapy(ACT) when appropriate.Personal Interests: Spending time with friends and family, going on hikes, reading, trying new restaurants

James R. Hurst, Ph. D., HSPPUniversity of Florida, 1994, Clinical and Health PsychologyStaff PsychologistLicenses/Certifications: Licensed Psychologist and Health Service Provider in state of Indiana; LicensedClinical Addiction Counselor in IndianaProfessional Memberships: American Psychological AssociationClinical Interests and Areas of Expertise: Addiction prevention and early intervention, suicide prevention,anxiety and depression in early adulthoodTheoretical Orientation: Integration of cognitive-behavioral, humanistic/existential, motivationalinterviewing and narrative approachesPersonal Interests: Tennis, Celtic music, reading on current culture and politics

Maureen A. Lafferty, Ed. D., HSPP West Virginia University, 1991, Counseling Psychology Associate Director for Training/Staff PsychologistLicenses/Certifications: Licensed Psychologist in Indiana and Health Service Provider in state of Indiana Area of Responsibility: Doctoral Psychology Internship and Practicum TrainingProfessional Memberships: APA (Divisions 17, 44), ACCTA (Association of Counseling Center TrainingAgencies) – Former Board Member; Past-President Clinical Interests and Areas of Expertise: Supervision and training; trauma informed care;multiculturalism with special focus on gender and sexual identity issuesTheoretical Orientation: Integrative approach incorporating self-psychology, feminist therapy, humanistic,cognitive-behavioral, and acceptance-based perspectives Personal Interests: Listening to live music, reading, movies, gardening, and spending time near water,with friends and family, and at home with my spouse and our hyperactive pup

Carlie McGregor, Ph. D.University of North Texas, 2020, Counseling Psychology with an emphasis in Sport PsychologyStaff Clinician, Embedded in AthleticsProfessional Memberships: American Psychological Association, Division of Counseling Psychology,Association for Applied Sport PsychologyClinical Interests and Areas of Expertise: Body image, Identity/Multicultural Dynamics,Athletics/Performance, Relational Concerns, LGBTQIA+ issues, Masculinity/GenderizationTheoretical Orientation: Relational Cultural Theory (RCT) framework integrating interpersonal andsystemic perspectives, integrative and collaborativePersonal Interests: Watching movies, spending time with family and friends, working on home projects,camping and outdoor activities, reading, cooking, anything sports!

Suhayl Nasr, M. D.American University of Beirut, Lebanon, 1974; Psychiatric Residency, University of Rochester, 1974−77;Psychopharmacology Fellowship, University of Chicago, 1977−79Staff Psychiatrist

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Licenses/Certifications/Additional Titles: Licensed in Indiana and Illinois; Diplomate in General andGeriatric Psychiatry; American Board of Psychiatry and Neurology; Adjunct Assistant Professor ofPsychology, University of Notre Dame, Volunteer Clinical Associate Professor of Psychiatry, IndianaUniversity; Medical Director of Behavioral Medicine, St. Anthony Memorial Health Centers, MichiganCity, IndianaProfessional Memberships: American Psychiatric Association, Society of Biological Psychiatry,American Medical AssociationClinical Interests and Areas of Expertise: Mood disorders, anxiety disorders, college mental health,psychopharmacology and nosologyTheoretical Orientation: Biopsychosocial/EclecticPersonal Interests: Reading, travel, movies, music

Joey Ramaeker, Ph. D., HSPP*University of North Texas, 2016, Counseling Psychology (Specialization in Sport and ExercisePsychology)Counseling and Sport PsychologistLicenses/Certifications: Licensed Psychologist and Health Service Provider in state of Indiana; LicensedPsychologist in state of IowaArea of Responsibility: Counseling and Sport Psychologist Embedded in AthleticsProfessional Memberships: American Psychological Association (Division 51, Men & Masculinity;Division 47, Sport, Exercise & Performance; Division 17, Counseling Psychology); Association forApplied Sport Psychology (AASP)Clinical Interests and Areas of Expertise: Sport and performance psychology; men’s issues; trauma;depression and anxiety; disordered eating & body image; self-compassion; sleep; interpersonalfunctioning; adjustment issues; multicultural counselingTheoretical Orientation: Integrative drawing from relational, humanistic, cognitive-behavioral, andmindfulness-based approachesPersonal Interests: Connecting with family and friends; attending athletic events; listening to new music;reading; photography

Tiffany Russell, MSW, LCSWWestern Michigan University, 2017, Masters in Social WorkClinical Social WorkerLicenses/Certifications: LMSW - Clinical (Michigan) #680110615; LCSW, (Indiana) #34009152AProfessional Memberships: National Association of Social Workers (NASW)Clinical Interests and Areas of Expertise: Anxiety, Depression, Goal Setting, Mental Health within theAfrican-American PopulationTheoretical Orientation: Trauma informed care, strengths-based perspective, person centered approachPersonal Interests: Spending time with family and friends, music, reading, traveling and shopping

Elizabeth Sanborn, Psy. D.James Madison University, 2021, Combined-Integrated Clinical and School PsychologyStaff Clinician, Embedded in AthleticsProfessional Memberships: American Psychological Association -Division 47 Sport andPerformance Psychology; Association for Applied Sport Psychology (AASP)Clinical Interests and Areas of Expertise: Sport and performance psychology, mood disorder,

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adjustment issues, relationship issues, trauma, and post-traumatic growthTheoretical Orientation: Integrative drawing from cognitive-behavioral, relational, interpersonaland systems-based approachesPersonal Interests: Spending time with family and friends, pampering my dog, watching sports, knitting,being outside, and binge-watching television.

Amy Spanopoulos, LCSW, LCACIndiana University, 2000, School of Social WorkAssociate Director for Clinical Services/Clinical Social Worker/Substance Abuse SpecialistLicenses/Certifications/Additional Titles: Licensed Clinical Social Worker and Licensed ClinicalAddictions Counselor in state of Indiana, EMDR ClinicianArea of Responsibility: Concentration Area supervisor/Substance Abuse ServicesProfessional Memberships: NASW, ACSW, EMDRIAClinical Interests and Areas of Expertise: Mental health and addictions assessment and treatment,treatment for adjustment, anxiety, depression, trauma, and substance abuse disordersTheoretical Orientation: Cognitive Behavioral Therapy, utilization of feedback informed treatmentpractices, trauma informed care, motivational interviewing and EMDRPersonal Interests: Landscaping our property, running, reading, watching movies, spending time withfamily, and caring for our animals.

Valerie Staples, MSW, LCSWUniversity of Louisville, 1981, Kent School of Social WorkClinical Social Worker/Eating Disorders SpecialistLicenses/Certifications/Additional Titles: Licensed Clinical Social Worker in state of Indiana; ConcurrentAssistant Professor, Department of Psychology, University of Notre DameArea of Responsibility: Coordinator of Eating Disorder ServicesProfessional Memberships: NASW, Academy for Eating Disorder Professionals, Eating Disorders TaskForce of IndianaClinical Interests and Areas of Expertise: Eating disorders; body image; group therapyTheoretical Orientation: Integration of humanistic, interpersonal, and cognitive behavioral perspectivesPersonal Interests: Spending time at the beach or pool, reading, time with family and friends, travel

Kate Uitti, MSW, LCSW, IMH-EUniversity of Michigan, 2013, School of Social WorkClinical Social WorkerLicenses/Certifications/Additional Titles: Licensed Clinical Social Worker in state of Indiana; InfantMental Health Endorsed ClinicianProfessional Memberships: NASW, Infancy OnwardClinical Interests and Areas of Expertise: Change and adjustment, attachment and relationship, trauma,stress/anxiety, mood, grief and loss, women's issues, self-exploration and development, multiculturalperspectives, and student-athletesTheoretical Orientation: Integrative approach incorporating psychodynamic, interpersonal, and humanisticperspectives as well as relational, mindfulness-based and cognitive behavioral approachesPersonal Interests: Any time spent in nature is time well-spent; practicing yoga, playing volleyball,reading, hiking and running, gardening, travel and camping, playing with pups, family, and friends.

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Weiyang Xie, Ph. D., HSPPUniversity of Minnesota, 2015, Counseling PsychologyStaff PsychologistLicensure/Certifications: Licensed Psychologist and Health Service Provider in state of Indiana.Professional Memberships: APAAreas of Responsibility: Coordinator of TAO (Therapist Assisted Online); Coordinator of Diversity &Inclusion CommitteeClinical Interests and Areas of Expertise: multicultural counseling, bilingual therapy (English-Mandarin),counseling with immigrants and international students, applied positive psychology (e. g. , resilience,well-being, strengths), mind-body connection, biofeedback therapy for anxiety and medicalissues, depression, stress management, and adjustment issues.Theoretical Orientation: humanistic, strengths-based approach; mindfulness-based cognitive behavioraltherapy, with an integration of other theoretical orientationsPersonal interests: Outdoor activities, e. g., skiing, playing tennis and jogging around lake, playingukulele, spending time with family and friends, and traveling.

Consulting Staff

Anna Uhran Wasierski, RD, CDPurdue University, 1993, Bachelor of Science in DieteticsConsulting NutritionistLicenses/Certifications/Additional Titles: Registered and Certified DieticianProfessional Memberships: American Dietetics Association, Nutrition Entrepreneurs Practice Group,Sports, Cardiovascular and Wellness Nutrition Group, Northern Indiana Dietetics AssociationClinical Interests and Areas of Expertise: Disordered eating, weight management, sports nutrition, generalwellnessPersonal Interests: Scrapbooking, cooking, spending time with my husband and children

Support Staff

June HarrSenior Staff AssistantAreas of Responsibility: Appointment Scheduling, Psychiatric Reminders, Non-confidential Copying,Client Surveys, Professional Development Workshops, Poster Distribution, Printers, MiscellaneousProjects as needed.Personal Interests: June loves sports and enjoys attending college football, basketball and any pro sportingevents. Spending quality time with her family and having fun are her most favorite things to do but shealso enjoys fitness and making jewelry.

Rebecca Hessen GillespieOffice Services CoordinatorAreas of Responsibility: Client Files/Records, Psychiatric Records and Scheduling, A-V Equipment,Computer/Technology Issues, Readmissions and Withdrawals, Staff Manual, Scanning and ConfidentialCopying, Reimbursements and Membership Dues, Website Updates, Study Abroad, Front OfficeBack-Up, Building Maintenance ProblemsPersonal Interests: Photography, yoga, spending time with family/friends, travel, reading.

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Margaret StrasserOffice Services CoordinatorAreas of Responsibility: Front Office Tasks including Scheduling, Deposits, Room Scheduling,Nutritionist Schedule, Office Phones, Office Supplies, After-Hours Pager, Library and Magazinesubscriptions, Forms, Posters, Brochures, Printers, and Café Supplies. Personal Interests: Gardening, Football, cross-stitch, and reading

Rachel KingOffice Services CoordinatorAreas of Responsibility: Administrative Support for Director, Internship and Practicum TrainingPrograms, Outreach Coordinator, Mail and Fax Services, Professional Travel Requests, On-Call andAfter-hours Schedules, Monthly Reports and Annual Report to Student Affairs, Intern and PracticumPersonnel Files, Event Coordination, Front Office Back-UpPersonal Interests: Rachel enjoys spending quality time with her husband, kids, and close family andfriends; listening to podcasts/audio books, exploring new places, foods, and restaurants.

FACILITIES

The University Counseling Center is housed on the third floor of Saint Liam Hall. The building featureswell-furnished staff offices and group rooms, conference rooms with A/V capability, a stress managementroom, and a staff kitchen/lunch room fondly named “The Shamrock Café”.

Interns are provided with a private office space, which is identical to senior staff offices and is equippedwith a computer and monitor, webcams with video-recording and viewing capabilities, andergonomically-designed desk chairs. Interns also have access to A/V equipment for presentations andeducational programming purposes as well as black and white and color printers. With the advent oftelemental health, a HIPAA-compliant video-conferencing and recording platform is currently availablethrough TAO (Therapy-Assisted Online) for the provision of clinical and educational services.

The UCC uses Titanium, a computerized charting and scheduling program, and utilizes computerizedscoring for a number of psychological assessment instruments. The UCC also has a collection ofprofessional books and digital resources and interns also have access to University libraries forpsychological reference materials.

The UCC has two well-appointed group therapy/meeting rooms as well as a large conference room whichis also available to other Student Affairs departments. The Inner Resources Room provides a space forclients to practice meditation or relaxation techniques, be exposed to bright light treatment, or engage inbiofeedback training.

Campus dining rooms, cafés, food courts, a convenience store, athletic facilities, laundry/dry cleaners,postal service, and bank branches are all within easy walking distance. Walking trails around twobeautiful lakes are also located directly behind Saint Liam Hall.

THE TRAINING PROGRAM

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The Notre Dame Doctoral Internship in Health Service Psychology is accredited by the AmericanPsychological Association (APA) and is a member of the Association of Psychology Postdoctoral andInternship Centers (APPIC). The internship program is administered by the Associate Director forTraining with the assistance of senior staff supervisors at the UCC as well as intern representation.

A. Aim and Competencies

The University of Notre Dame's Doctoral Internship in Health Service Psychology trains interns in theprofession-wide competencies developed by the American Psychological Association, with a specialemphasis on the skills, behaviors, and attitudes of a psychologist working in the context of a universitycounseling center. These competencies include: ethical and legal standards, professional values andattitudes, research, individual and cultural diversity, assessment, evidence-based intervention(individual, group, and clinical consultation), communication and interpersonal skills,interprofessional/interdisciplinary consultation, and supervision. Interns will also developcompetency in providing clinical and educational skills in a training exposure area, currently includingsubstance abuse, eating disorders, sports psychology, or interpersonal wellness in the course of theinternship year. Other exposure areas are in development at this time. In addition, the internship currentlyoffers training in the site-specific competency of outreach and consultation.

The program has a dual focus on both clinical training and professional growth. It is expected that internswill make significant developmental transitions during the internship year, including consolidation of aprofessional identity, enhanced confidence in skills, and increased ability to function autonomously. Thetraining program recognizes the inherent stress that accompanies these transitions. It is designed toprovide activities, procedures, and opportunities that facilitate optimal professional growth whileremaining sensitive to the challenges of that growth. Training and supervision typically take place inperson through the training year. During the height of the COVID-19 pandemic, trainees were exemptedfrom these requirements by psychology licensing boards. However, as the status of these exemptions isnot known at this time, it is expected that training and supervision will be in person going forward.

Finally, while interns frequently seek counseling center positions as their first employment, the training atthe University of Notre Dame's Counseling Center is broadly based and prepares interns well for a varietyof employment settings in health service psychology. Please see the list of past interns’ first employmentlater in the document.

B. Model

The University of Notre Dame’s Doctoral Internship in Health Service Psychology trains interns aspractitioners who are informed by research in the field of psychology. Based on a generalist approach, weemploy a training model that prepares interns as “local clinical scientists” (Stricker and Trierweiler, 1995)who bring “the attitudes and knowledge base of the scientist to bear on the problems that must beaddressed by the clinician”. This model takes into account the unique nature of the local situation, whichtranslates well to the unique and specific nature of the Notre Dame campus community. Thus, UCC stafffunction as applied scientists by drawing from agency, institutional and national data related to clinicalissues and service delivery. Attention to scholarly inquiry is integrated across the many components of theinternship, as we train interns to utilize theory and research to inform practice.

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Within the context of this generalist approach, the intern is encouraged to develop additional skills in onetraining exposure area (currently substance abuse, eating disorders, sports psychology, or interpersonalwellness) during the course of the internship, as an acknowledgement of the need to develop both breadthand depth in training and practice. A developmental training focus is taken in the program, beginning witha baseline assessment of the intern’s competencies, and moving toward the eventual mastery of thesecompetencies at or beyond the entry level of practice. Interns are expected to progress from a position ofgreater reliance on supervision and consultation to one of greater independence during the course of theinternship. Emphasis is placed on experiential learning (i. e., service delivery in direct contact withservice recipients) under close supervision.

C. Training Values Statement Addressing Diversity

The University Counseling Center strives to create a training environment that is characterized by anatmosphere of respect, safety and trust and committed to the social values of respect for diversity,inclusion, and equity. Within this context, all members of the UCC staff are committed to a trainingprocess that facilitates the development of professionally relevant knowledge and skills focused onworking effectively with all individuals inclusive of demographics, beliefs, attitudes, and values. Traineesand trainers are asked to demonstrate a genuine desire to examine their own attitudes, assumptions,behaviors, and values and to learn to work effectively with “cultural, individual and role differencesincluding those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion,sexual orientation, disability, language and socioeconomic status” (APA, 2017, Ethics Code, Principle E).

Assuming that no one is free from biases and prejudices, trainers will engage in and model appropriateself-disclosure and introspection, remain open to appropriate challenges from trainees in these areas, andcommit to lifelong learning relative to multicultural competence. Trainees will be expected to engage inself-reflection related to their attitudes, beliefs, opinions, and personal history and to examine and attemptto resolve any of the above to eliminate potential negative impact on their ability to perform the functionsof a psychologist, including but not limited to providing effective services to individuals from culturesand with beliefs different from one’s own and in accordance with APA guidelines and principles.

Members of the UCC training community are committed to educating each other on the existence andeffects of racism, sexism, heterosexism, ageism, religious intolerance and other forms of prejudice andbias. They agree to engage in mutually supportive dialogue to resolve any concerns related to theperception of bias or prejudice within the context of supervision and training, demonstrating respect fordiversity and values similar to or different from one’s own.

SUPERVISION AND EVALUATION

The doctoral psychology internship at the University of Notre Dame is accredited by the AmericanPsychological Association and adheres to APA accreditation standards in providing supervision andtraining for interns. Quality of supervision is seen as a critical and valued component of the program.Through close supervisory relationships, the intern develops both professional self-confidence and ameaningful integration of theory with practice. A minimum of two hours per week of individualsupervision is required, although supervision typically totals 4-5 hours/week. Supervision focuses on thepsychological services provided by the intern as well as issues impacting the intern’s professional growth.Aspects of competence in addition to clinical knowledge and skills will be assessed, including

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interpersonal skills, self-awareness and emotional stability, openness to supervision processes, and thesatisfactory resolution of any problems that interfere with professional development.

Primary supervision is provided by licensed psychologists at the UCC, each of whom is committed toquality training and service delivery. Exposure area supervision may be provided by licensed mentalhealth professionals in other disciplines under the oversight of the primary supervisor. Diverse theoreticalorientations are represented, including cognitive-behavioral, ACT, interpersonal, mindfulness-based,psychodynamic, trauma-informed, integrative, and strengths-based approaches. Supervisors are assignedbased on the preferences and training needs of the intern as well as the availability of the supervisor.

Intern training seminars, clinical case conferences, supervision of group work, and supervision ofsupervision are additional training activities that comprise an intern's training experience. The trainingstaff is committed to providing ongoing evaluation of the intern's performance for the purpose offacilitating growth and change.

Systematic feedback, which provides the intern with information regarding their progress, occurs throughthree clearly defined and regularly scheduled evaluation sessions throughout the year. Self-evaluation ishighly valued as the training staff seeks to promote the development of a competent professionalpsychologist. Direct observation of the service provided (individual and group therapy, supervisionprovision, etc.) is a component of every training activity. Feedback is also solicited regularly from theinterns regarding their experience of supervision and the overall training program. This feedback is usedto adjust the program, when necessary, to make it more responsive to the training needs of each interngroup.

Training Supervisors meet monthly to discuss intern progress. The Training Committee also meetsregularly to address issues related to internship program design, evaluation, supervision, intern selection,and accreditation. Interns may elect to be involved in the training program through membership on theTraining Committee, participation in the intern selection process, and/or by selecting an administrativetraining focus.

WEEKLY INTERN TRAINING AND SERVICE ACTIVITIES*

Listed below are time allocations for each major activity in which interns are involved. The internshiprequires a commitment of 40 hours per week. Hours are broken down as follows, allowing for changesweek to week based on clinical demand and the academic schedule.

A. Direct Service = 20 hours

Individual Counseling/Therapy 11 - 12 hours (avg.)Group Counseling/Therapy/ 1 - 3 hours (avg.)Drop-In Assessment/Triage/Crisis Intervention 4 hours (avg.Outreach and Consultation Services .5 hours (avg.)Provision of Supervision 1. 5 hours

B. Indirect Service/Case Management = 7 hours

Case Management/Clinical Consultation 4 hours

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Supervision/Outreach Preparation 3 hours

C. Training = 10 hours

Individual Supervision 2 hoursSupervision of Group Therapy, Exposure Area, 2. 5 - 3 hours

and Supervision of SupervisionSupervision of Drop-In/Crisis Consultation 1 hourClinical Case Conference 1 hourOutreach Planning variesIntern Training Seminar 2 hoursIntern Support Group 1 hourOther Training (intern orientation, variesmeetings with ADT, intern retreat, intern project, etc.)

D. Administration = 3 hours

Staff/Committee Meetings 2 - 3 hours

CORE TRAINING EXPERIENCES

Evidence-based intervention, crisis intervention, consultation and supervision constitute the areasthat we believe are fundamental to the successful professional functioning of any health servicepsychologist. These areas make up the core training experiences that underlie the diverse exposure toclients, treatment modalities, and multidisciplinary professionals that the Notre Dame training programoffers. In each of these areas, interns receive supervision. Additionally, the Intern Training Seminar andother training activities are designed to assist the intern in integrating their internship experience. Adescription of each area, the approximate amount of time spent and the training experience(s) providedare outlined below.

A. Evidence-based Intervention

1. Assessment

Interns participate in a minimum of four (4) hours of drop-in assessment/triage per week whichserves as a means of assessing clients’ clinical needs and concerns and making recommendations forservices. Interns will also conduct screenings for symptoms of depression, anxiety, and attentionissues as well as administer and interpret psychological assessments of clients as needed, in an effortto increase awareness of clinical issues and facilitate diagnosis and treatment. Testing results are tobe presented to clients either verbally or in writing. Interns may also interpret assessments andprovide feedback to clients in their designated exposure area (see Section E).

a. Hours: 4 hours per week (avg.)

b. Training Provided:

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(1) Intern drop-in assessments will be supervised by a designated licensed staff member in a groupsupervision format. Assessments will also be discussed with relevant supervisors.

(2) Additional supervision and training is offered in the administration and interpretation of themajor personality tests used at the UCC, with emphasis on their utility in facilitating therapeuticpractice. Examples of tests used include the MMPI-2, the MCMI-III, the NEO-PI-R, and thePAI. Individual supervisors and other training staff supervise the use of psychologicalassessment with intern clients.

2. Individual Counseling

Interns provide counseling services to UCC clientele. Clients are most typically seen in individualcounseling, although occasionally clients present requesting couples’ therapy. Client assignment isdetermined through the drop-in appointment, where interns may choose to assign clients to theirown caseloads or to others’ caseloads based on client request, a need for specific expertise, orscheduling issues. Interns do not record the drop-in assessment but are expected to record theircounseling sessions with client consent.

a. Hours: 11 - 12 hours per week


(1) Individual supervision of each intern's therapy cases takes place by means of recorded video.Interns work with multiple supervisors over the course of the internship year in an effort toprovide both breadth and depth of experience. The intern works with a primary supervisor forthe first half of the internship year and then rotates to a second primary supervisor for the secondhalf of the year. The intern’s primary supervisor is responsible for supervising the intern’sindividual caseload (other than clients in a designated exposure area), coordinating completionof completing intern’s evaluations, and communicating with the Associate Director for Trainingas well as the intern’s home program regarding the intern’s skills and progress. Primarysupervision is provided for a total of 2 hours per week.

(2) Group supervision in a case presentation format occurs through Clinical Case Conferences(Clinic Teams) at UCC. Senior staff, interns, and practicum counselors meet for 1 hour perweek. Cases are presented both formally and informally, allowing for a range of experiences.

(3) Internship Training Seminar utilizes didactic presentations, experiential exercises and discussionof specific professional, clinical and multicultural topics. Participants include licensed staff andinterns at UCC, as well as invited presenters.

3. Group Counseling

Interns participate in the Group Counseling program at the UCC by co-leading a minimum of onegroup with a senior staff member during the academic year. Group modes of treatment can includepersonal growth groups, structured/skills-based groups in areas such as anxiety management, topicalgroups in areas such as eating disorders, family issues, and substance abuse, and support groups for

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graduate students, students of color and other specific populations. Interns typically co-lead oneprocess-oriented group and one structured group during the course of the year.

a. Hours: 1 - 3 hours per week


(1) Individual and/or team supervision is by means of co-therapy or recorded observation. Staffsupervisors typically process the group experience with their intern co-leaders following eachgroup session. Intern co-leaders are also supervised in their case management of group clients.

(2) Didactic training in group therapy is offered through the intern training seminar.

4. Crisis Intervention and Consultation

Interns will be exposed to the need for crisis intervention through the drop-in assessment. Clientsuse drop-in hours to access services, address urgent clinical needs and/or to consult about a crisissituation. Based on the nature of the drop-in client’s concern, interns may be involved in crisisassessment and intervention up to and including psychiatric hospitalization.

a. Hours: 2 hours per week (avg.)


(1) Interns receive both didactic and experiential training during intern orientation and internseminar related to crisis intervention processes and procedures.

(2) Interns are supervised on their urgent drop-in clients via a weekly one-hour group supervisionsession, as well as consultation with relevant supervisors on the senior staff. Psychiatricconsultation is also available with the psychiatric staff at UCC.

5. Training Exposure Area

Interns will participate in biweekly training/supervision in an Exposure Area for a semester-longrotation, with an option to request to continue or to select another Exposure Area. At present,Exposure Areas include Eating Disorders, Interpersonal Wellness, Sports Psychology andSubstance Abuse. Additional Exposure Areas are in development. Exposure Areas may changefrom year to year related to changes in Center staffing, training interest and/or clinical need. Internswill select 1 – 4 clinical cases in the Exposure Area for which they will receive more in-depthsupervision by a licensed staff supervisor. Interns will provide clinical assessment and treatment forthese clients and will conduct a minimum of one outreach program in the Exposure Area. Internsselecting the Eating Disorders Exposure Area will also participate in a monthly multidisciplinaryteam meeting.

a. Hours: 1 hour every other week


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Interns will gain exposure to theoretical approaches as well as to intervention and assessmenttraining in their Exposure Area through intern training seminars and individual supervision.Interns will also meet with their Exposure Area supervisor regularly to review related clinicalwork in more depth and to discuss assessment issues and outreach planning.

Eating Disorders Exposure Area

The Eating Disorders Concentration utilizes a multidisciplinary approach to the assessment andtreatment of eating disorders. This approach draws on the biopsychosocial model for understandingeating disorders. Emphasis is placed on individual treatments that view eating disorder behaviors asa problem to be managed as well as a symptom of underlying issues to be understood and addressed.Focus is given to the development of a strong therapeutic relationship along with interventions tointerrupt the cycle of unhealthy behaviors, gain insight into disordered thinking and attitudes,identify and express emotions, develop self-care and coping skills, improve body image, andincrease self-acceptance. Treatment for students with eating disorders occurs collaboratively withthe Eating Disorders Treatment Team, which includes the UCC Coordinator of Eating Disorders, anutritionist, and the University Health Services physician and nurse who treat students with eatingdisorders.

Interpersonal Wellness Exposure Area

The Interpersonal Wellness Concentration utilizes a biopsychosocial model in understandinginterpersonal challenges and conflict, including those involving family of origin, romantic, peer, andother relationships. Assessment explores one’s working model of self, others, and the world,honoring the multicultural lens through which we move. Treatment is attachment andtrauma-informed, conceptualizing interpersonal concerns in the context of underlying issues to beunderstood and addressed. A strong therapeutic relationship will support interventions to promoteself-awareness including emotions, gain insight into one’s behavior and needs, intervene on negativepatterns or cycles within relationship(s), develop healthy coping skills, and increase connection.Modalities of intervention may include assessment, individual counseling, and couples counseling,with the opportunity to work through family concerns, such as the parent-child relationship, inindividual sessions.

Sports Psychology Exposure Area

The Sport Psychology Exposure Area is rooted in a holistic approach to student-athlete developmentand the belief that individuals perform their best when holistically healthy. Interns participating inthis area will be exposed to the theories, research, and interventions underlying high performanceand common clinical/developmental concerns associated with student-athlete populations. Specialattention will be paid to the unique cultural context of NCAA Division I athletics and its influenceon applied work with student-athletes and athletic department personnel. Activities associated withthis exposure area include the provision of clinical service; development of team/departmentaloutreach; consultation with athletic department support staff personnel (e. g., sports medicine,academic advisors); and collaboration in multidisciplinary well-being initiatives. Individuals willalso have the opportunity to attend group consultation with UCC embedded sport psychologists.

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Substance Abuse Exposure AreaThe Substance Abuse Exposure Area is based on a biopsychosocial approach to conceptualization.The interface of academic/occupational, familial, and social domains with cognition, emotion,values and sense of self/others is viewed as a necessary component of assessment. Best practicetreatments include understanding the presence and complexities of dual diagnosis presentation andutilizing stages of change and motivational interviewing skills to achieve harm reduction and/orabstinence goals. Specialized interventions taught and supervised include use of microskills (OARS)to help clients clarify and resolve ambivalence about behavior change, create, and amplifydiscrepancy between present and desired behavior and create cognitive dissonance between whereone is and where one wants to be. Modalities of intervention will include assessment, individualcounseling and referral. Continual assessment of level of need and corresponding level of care willbe prioritized.

B. Outreach and Consultation

Interns will plan and implement a minimum of six (6) outreach/consultation programs for campusgroups or organizations at the University of Notre Dame. It is recommended that at least one ofthese programs be multicultural in focus and one program be in the intern’s designated exposureareas. Outreach programs may be UCC initiated and/or responsive to campus requests.

a. Hours: 1 hour per week (avg.)


1. Senior staff members will provide training in outreach and consultation through the internseminars and are available through the course of the year for intern consultation and outreachcollaboration. Interns are initially trained in the processes and procedures of outreach servicedelivery at the University of Notre Dame.

2. Interns will need to identify a mentor for each program they elect to provide. The mentor isexpected to meet with the intern and review their outreach plan, any handouts or outlines they areusing, and their method of program evaluation.

3. APA requires that Interns have a minimum of one program observed by Senior Staff eachsemester. Staff who agree to observe need to complete an Observation Form which they willreceive from the Intern. Interns are responsible for filing these forms in the appropriate folder inthe Google Drive.

C. Supervision

Interns typically serve as individual supervisors for two semesters for University of Notre DameClinical Psychology doctoral students completing a practicum experience at the UniversityCounseling Center. If insufficient practicum supervisees are available, an intern may take on the roleof group supervisor for the cohort to gain supervision experience. Intern supervisors engage inongoing consultation with one another regarding the progress of the supervisee through weeklySupervision of Supervision, where their recorded supervision sessions are discussed and reviewed.The facilitator of Supervision of Supervision, as a licensed psychologist, holds ultimateresponsibility for the clinical work of the practicum students under intern supervision at the UCC.

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a. Hours: 3 hours per weekb. Training Provided:

Supervision of Supervision occurs in a group format for 1. 5 hours/week and is currentlyfacilitated by the Associate Director for Training. Interns will be familiarized with supervisionmodels as well as ethical and multicultural supervision issues through Supervision ofSupervision as well as didactic seminars. They will use Supervision of Supervision to reviewsupervision recordings and discuss interpersonal process and evaluation issues.

D. Additional Training Activities

1. Intern Orientation

Interns participate in three weeks of extensive orientation at the start of the internship program.Orientation activities include training on UCC policies and procedures, seminars on supervision,crisis intervention, and multicultural issues, tours of campus, and meetings with professionals fromvarious campus services. Interns will also be matched with supervisors and begin to set goals fortheir internship experience during this time.

2. Intern Training Seminar

The primary purpose of the intern training seminar is to address the integration of the intern’sknowledge, experience and skills in the following areas: ethical issues, professional identity,clinical assessment, individual and cultural diversity, and evidence-based practice. Exposure toadvanced clinical topics (e. g., evidence-based treatments for anxiety/depression, eating disorders,trauma informed care, etc.) and to interventions for diverse populations (e. g., BIPOC students,LGBTQIA+ students, international students, etc.) are major components of this seminar. Readingsmay be assigned ahead of time to enhance intern awareness and facilitate discussion of the topic.The seminar is organized by the Associate Director for Training, with topics presented by UCC staffand invited guests. Interns participate in selecting seminar topics for the spring semester.

a. Hours: 2 hours per week

3. Intern Support Group

Another valuable experience in the intern’s personal and professional development is participationin the weekly Intern Support Group. This peer-facilitated group experience enables interns to engagein discussions about such important areas as reactions to organizational issues, adjustment to thedevelopment of an emerging professional identity, and interpersonal issues related to functioning inthe many roles of an intern.

a. Hours: 1 hour per week

4. Meeting with Associate Director for Training

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Interns meet as a group with the Associate Director for Training monthly to discuss any trainingissues and concerns that have arisen, and to receive support and mentoring as they progress throughthe internship year.

a. Hours: 1 hour per month

5. Intern Retreat

In the late spring/early summer, interns join with other counseling center interns and trainingdirectors from the state of Indiana for an overnight Intern Retreat. The retreat focuses on issues ofprofessional and personal transition and provides an opportunity for interns to reflect on theirinternship experience, as well as to relax and focus on self-care as they anticipate the end of theinternship year.

6. Intern Project

At the end of the academic year, the weekly Intern Training Seminar is replaced by an independentintern activity, the Intern Project. Each intern is encouraged to choose an area of interest that is alsoidentified as an area in need of development at the UCC. Examples might include enhancing UCCself-help materials, creating a topical resource manual, or assisting with the development of theUCC web page. Interns are to identify a senior staff member who will serve as a consultant andsupervisor for the intern project over the summer months. The completed project is to be submittedto the Associate Director for Training at the end of the internship and is one of the criteria forinternship completion.

a. Hours: 2 hours per week (summer only)

7. Intern UCC Administrative Training Focus (Optional)

Interns may partner with a senior staff member during the summer months to develop a focusedtraining experience in counseling center administration. Interns can partner in areas such as clinicalservices, outreach or training and assist the senior staff member in the completion of selectadministrative tasks. This training focus may/may not be related to their intern project.

Professional Development

In addition to training experiences specifically designed for the internship, interns will participate inprofessional development workshops and continuing education seminars held for the UCC staffthroughout the year. Interns are also encouraged to attend professional conferences or training seminarsoutside the training site that benefit their clinical work at the UCC. Five (5) days release time is providedin order to encourage interns to recognize the importance of continuing professional development and toincorporate it into their professional life.

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Doctoral Internship Admissions, Support & Initial Placement DataInternship Program Admission

Date Program Tables last updated: 7/23/21

Briefly describe in narrative form important information to assist potential applicants in assessingtheir likely fit with your program. This description must be consistent with the program’s policieson intern selection and practicum and academic preparation requirements:

The University of Notre Dame Doctoral Internship Program in Health Service Psychology offers afull-time, 12-month internship for three doctoral-level graduate students in accredited programs incounseling or clinical psychology. The internship begins in early August, and requires a commitment of40 hours per week

The University Counseling Center considers applicants from APA or CPA accredited doctoral programsin counseling or clinical psychology. Selection criteria include interests and goals appropriate to theinternship program, evidence of necessary emotional maturity and stability, interpersonal skillsappropriate to the professional practice of health service psychology, ethical conduct, a sound theoreticaland academic foundation for effective clinical work, skill in translating theory into integrated practice,and demonstrated sensitivity to multicultural issues.

The University of Notre Dame is an equal opportunity/affirmative action institution and does notdiscriminate on the basis of race, color, age, sex, or national origin in recruiting, hiring, training,assignment, compensation, promotion, or use of facilities. While the University asserts its rights underfederal statutes and regulations to be exempted from the non-discrimination due to religion requirementsbecause of its nature as a Catholic-oriented institution, the University Counseling Center does notconsider the matter of religious affiliation in the selection of interns. Applicants with diverse identitiesare encouraged to apply. The UCC is committed to attracting and retaining diverse interns.

Does the program require that applicants have received a minimum number of hours of thefollowing at time of application? If Yes, indicate how many:

Total Direct Contact Hours Minimum Yes Amount: 400*Total Direct Contact Assessment Hours No Amount: N/ADescribe any other required minimum criteria used to screen applicants:• have seen a minimum of 20 Adult Clients (Intervention)• have passed doctoral comprehensive examinations by the application deadline• are admitted to doctoral candidacy by the start of the internship, i. e. have completed all graduatecoursework and have proposed the dissertation prior to arrival at the internship site.* Applicants with less than 400 direct contact hours may be considered due factors related to theCOVID-19 pandemic.

Financial and Other Benefit Support for Upcoming Training Year (2021-2022)Annual Stipend/Salary for Full-Time Interns: 36,000Annual Stipend/Salary for Half-Time Interns: N/A

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Program provides access to medical insurance for interns: Yes

If access to medical insurance is provided:Trainee contribution to cost required: YesCoverage for family members available: YesCoverage for legally married partner available: YesCoverage for domestic partner available: NoHours of Annual Paid Personal Time Off: Vacation - 80 hours

Personal/Family Illness -80 hours

All University holidays

In the event of medical conditions and/or family needs that requireextended leave, does the program allow reasonable unpaid leave to internsin excess of personal time off and sick leave:

Yes

Other Benefits that are available and/or optional: Dental Insurance Parental Leave Vision Plan Wellness Center Services Life Insurance Employee Assistance Program

Disability InsuranceTravel/Accident Insurance

Access to University Libraries and AthleticFacilities

Voluntary Retirement Contribution Access to Athletic Tickets Educational Benefits Discounts at University Bookstore

Free Parking Maternity Benefits (Family and MedicalLeave)

Professional Development Leave: Five (5) professional leave days to attendconferences, workshops, dissertation defense, or job interviews.

More detailed information regarding University benefits available to Interns may be obtained from theDepartment of Human Resources at the University of Notre Dame at the following web site: www.nd.edu/~hr.

Policies/ProceduresAdditional information regarding the internship training program can be found in the Training Manual.

Initial Post-Internship Positions (Provide an Aggregated Tally for the Preceding 3 Cohorts) 2017-2020

Total # of interns who were in the 3 cohorts 9Total # of interns who did not seek employment because they returned to theirdoctoral programs/are completing their doctoral degree

0

PD EP

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Community mental health center 0 0Federally qualified health center 0 0Continued… PD EPIndependent primary care facility/clinic 0 0University counseling center 5 1Veterans Affairs medical center 0 0Military health center 0 0Academic health center 0 0Other medical center or hospital 0 0Psychiatric hospital 0 0Academic university/department 0 1Community college or other teaching setting 0 0Independent research institution 0 0Correctional facility 0 0School district/system 0 0Independent practice setting 2 0Not currently employed 0 0Changed to another field 0 0Other 0 0Unknown 0 0

Note: "PD" = Post-doctoral residence position; "EP" = Employed Position. Each individual representedin this table should be counted only one time. For former trainees working in more than one setting, selectthe setting that represents their primary position.

Application and Employment: Process and Procedures

The University Counseling Center (UCC) is a member of APPIC and requires applicants to complete theuniform APPIC Application for Psychology Internship (AAPI). The AAPI Online may be accessedthrough the APPIC web site (www. appic. org).Applicants are to complete the AAPI Online in its entirety and submit it to our site electronicallyvia the “Applicant Portal” by November 1, 2021.

The Director of Clinical Training from your academic program will verify your eligibility for internshipvia the AAPI Online “DCT Portal”. References who write your letters of recommendation will uploadthem via the AAPI Online “Reference Portal”. We require three (3) letters of reference, including two (2)from direct clinical supervisors.

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http://www.appic.org

Applicants must also register for the APPIC Computer Match. You may obtain registration information atwww. natmatch. com/psychint. Our program code number for the Internship Computer MatchingProgram is 129911.

ALL application materials need to be received by November 1, 2021 by 11:59 p. m.

In fairness to all applicants, only telephone/Zoom interviews are offered.

An optional virtual Open House may be offered for candidates who have been offered an interview andwould like to learn more about UCC staff, facilities, and the training program.

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.

In addition, please note that the University Counseling Center Doctoral Internship in Health ServicePsychology does not sign additional contracts with academic training programs above and beyondcontracts related to participation in the APPIC Match and does not complete additional competencyevaluations beyond those developed by and integrated into the internship program itself.

The University of Notre Dame reserves the right to conduct reference checks, verify criminal recordsinformation and require drug testing as criteria for University employment. All offers of employment aremade contingent upon the successful completion of all applicable background checks. Failure to submit toand/or authorize required testing may result in not being hired. Likewise, a positive drug test result forany drug designated as illegal in the state of Indiana or negative findings from the criminalbackground check may result in not being hired. Please contact the Office of Humans Resources formore detailed information: https://hr. nd. edu/about/contact/

The University of Notre Dame currently requires faculty, staff and students to be vaccinated forCOVID-19. All new University faculty and staff members are required to provide their vaccination statuswithin two dates of their employment start date. Faculty and staff may apply for an exemption from thevaccination requirement for medical, religious, or other strongly held beliefs. Those granted an exemptionmust participate in weekly surveillance testing and continue to mask indoors while on campus.

For more information please see:https://covid.nd.edu/vaccination/faculty-and-staff-vaccination-requirement/

The Doctoral Internship in Health Service Psychology at the University of Notre Dame is accreditedby the American Psychological Association. For information regarding our APA accreditation,please contact the Office of Program Consultation and Accreditation at:

Telephone: (202) 336-5979 or (202) 336-6123 TDDWeb site: http://www. apa. org/ed/accreditation/Email: apaaccred@apa. orgUSPS: 750 First Street, NE, Washington, DC 20002-4242

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http://www.natmatch.com/psychint

https://hr.nd.edu/about/contact/

https://covid.nd.edu/vaccination/faculty-and-staff-vaccination-requirement/

CURRENT AND PAST INTERNS

Home Institution First Employment

Current Interns

Ricardo Cornejo Clinical Psychology (APA)California Lutheran University

Nayely Gonzalez Counseling Psychology (APA)Indiana University – Bloomington

Neena Mathew Clinical Psychology (APA)Adler University

Past Interns (2020-21)

Kaylin Hill Clinical Psychology (APA) Postdoctoral ScholarPurdue University Dept. of Psychology and Human Development

Vanderbilt UniversityNashville, TN

Amanda Roth Clinical Psychology (APA) Postdoctoral FellowUniversity of Indianapolis Louisville Center for Eating Disorders

Louisville, KY

Alice Wasylowsky Clinical Psychology (APA) Postdoctoral FellowUniversity of Indianapolis University of Chicago

Student Wellness CenterChicago, IL


Benjamin Metta Penhas Clinical Psychology (APA) Postdoctoral ResidentAlliant IU/CSPP-San Diego University of California San Diego

Counseling and Psychological ServicesSan Diego, CA

Michael Sheffield Clinical Psychology (APA) Postdoctoral FellowNova Southeastern University Counseling & Psychological Services

University of Central FloridaOrlando, FL

Julia Vitale Clinical and School Psychology (APA) Postdoctoral FellowRoberts Wesleyan College Genesee Valley Psychology, PLLC

Rochester, NY


Kiersten Eberle Medina Counseling Psychology (APA) Postdoctoral FellowUniversity of Northern Colorado Counseling and Psychological Services

Washington State UniversityPullman, WA

Kallie Kobold Clinical Psychology (APA) Postdoctoral Fellow

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Fuller Theological Seminary University Health Services – Mental Health ServicesUniversity of Wisconsin – MadisonMadison, WI

Gabrielle Pointon Clinical Psychology (APA) Staff ClinicianIndiana State University University Counseling Center

University of Notre DameNotre Dame, IN


Mara Dockendorf Counseling Psychology (APA) Postdoctoral FellowUniversity of St. Thomas CARE Counseling

Minneapolis, MN

Chonlada Jarukitisakul Counseling Psychology (APA) Post-doctoral FellowBoston University University Counseling Services

Boston CollegeBoston, MA

Rebecca Kinsey Counseling Psychology (APA) Assistant Professor, PsychologyBall State University Indiana University – South Bend

South Bend, IN


Jamie Lacey Clinical Psychology (APA) Postdoctoral FellowXavier University Eating Disorder Program

Insight Behavioral Health CenterChicago, IL

Dan Neighbors Counseling Psychology (APA) Staff PsychologistWashington State University Counseling and Psychological Services

Washington State UniversityPullman, WA

Tabish Shamsi Clinical Psychology (APA) Post-Doctoral Psychology FellowAdler University – Chicago Student Counseling Services

University of ChicagoChicago, IL


Calisha Brooks Counseling Psychology (APA) Post-Doctoral Psychology FellowTennessee State University Psychological and Counseling Center

Vanderbilt University Medical CenterNashville, TN

Terri Duck Counseling Psychology (APA) Counseling PsychologistLouisiana Tech University Counseling Center

Georgia Southern UniversityStatesboro, GA

Paul Knackstedt Clinical Psychology (APA) Sports PsychologistPacific University Cook Counseling Center

27

Virginia TechBlacksburg, VA


Jordan Allison Clinical Psychology (APA) Postdoctoral FellowWright State University Primary Care-Mental Health Integration

Department of Veteran’s AffairsDayton, OH

Loren Brown Counseling Psychology (APA) Certified Psychology ResidentBrigham Young University Psychological Assessment & Treatment Specialists

American Fork, UT

Kaitlyn McCarthy Clinical Psychology (APA) Postdoctoral ResidentWright State University The Counseling Center

Oberlin CollegeOberlin, OH


Erin Davis Counseling Psychology (APA) Assistant ProfessorBall State University Graduate Counseling Division

Indiana Wesleyan UniversityMarion, IN

Jonathan Dator Counseling Psychology (APA) Post-Doctoral Fellow Seton Hall University Counseling & Psychological Services

University of California, San DiegoLa Jolla, CA

Toussaint Whetstone Counseling Psychology (APA) DirectorLoyola University Chicago Counseling Center

Wheaton CollegeWheaton, Illinois


Diem Phan Counseling Psychology (APA) Staff PsychologistWashington State University Counseling Center

Southern Illinois UniversityCarbondale, IL

Joanna Scott Clinical-Developmental Psychology Post-Doctoral FellowBryn Mawr College University Counseling Center

University of RochesterRochester, NY


Matthew Abrams Counseling Psychology (APA) Staff PsychologistLoyola University Chicago SUNY Fredonia Counseling Center

Fredonia, NY

Jacob Goldsmith Clinical Psychology (APA) Postdoctoral Clinical Research FellowMiami University-Ohio The Family Institute

Northwestern University

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Evanston, IL

Allison Kozonis Clinical Psychology (APA) Staff PsychologistAzusa Pacific University California Lutheran University

Thousand Oaks, CA


Aaron Banister Counseling Psychology (APA) Post-doctoral Fellow in Health Psychology andUniversity of Louisville Behavioral Medicine

Schneck Medical CenterSeymour, IN

MinJung Doh Counseling Psychology (APA) Staff PsychologistPennsylvania State University Counseling Center

Syracuse UniversitySyracuse, NY

Joe Puentes Clinical-Community Psychology (APA) Staff ClinicianUniversity of La Verne University Counseling Center



Karina Chapman Clinical Psychology (APA) Post-doctoral FellowLoyola University Maryland Psychological Clinic

University of MichiganAnn Arbor, MI

Kristin Hoff Clinical Psychology (APA) Clinical FellowXavier University Counseling & Consultation Service

The Ohio State UniversityColumbus, OH

Erica Wagner Clinical Psychology (APA) Post-doctoral ResidentChicago School of Professional Anxiety and Agoraphobia Treatment Center, LtdPsychology Chicago, IL


Hagit Barry Clinical Psychology (APA) Staff PsychologistNova Southeastern University Federal Correctional Institution

Cumberland, MD

Megan Gierhart Clinical Psychology (APA) Postdoctoral FellowIllinois School of Professional Psychological Services CenterPsychology Argosy University

Chicago, IL

Jennifer Kestner Counseling Psychology (APA) Postdoctoral FellowLoyola University Chicago Counseling and Psychological Services

Northwestern UniversityEvanston, IL


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Kristine DiScala Counseling Psychology (APA) Adult Outpatient TherapistSouthern Illinois University The Bowen Center

Columbia City, IN

Mark Iszak Clinical Psychology (APA) Psychology ResidentChicago School of Professional Counseling and Psychological ServicesPsychology Purdue University

West Lafayette, IN

Melinda Wallpe Counseling Psychology (APA) CounselorUniversity of Kentucky St. Mary’s College Counseling Center

Notre Dame, IN


Kelly Doty Clinical Psychology (APA) Postdoctoral Clinical FellowLoyola University Maryland University Counseling Center(formerly Loyola College in Maryland) George Washington University

Washington, D. C.

Hyunok Kim Counseling Psychology (APA) Staff CounselorIndiana State University University Counseling Center

University of PittsburghPittsburgh, PA

Jill Salsman Counseling Psychology (APA) Staff CounselorBall State University University Counseling Center

University of Wisconsin - StoutMenomonie, WI


Sharon Carney Counseling Psychology (APA) Staff ClinicianWestern Michigan University University Counseling Center


Meera Murthi Counseling Psychology (APA) Adjunct FacultyUniversity of Illinois at Department of PsychologyUrbana-Champaign University of Notre Dame

Notre Dame, IN

Heather Sheets Clinical Psychology (APA) Postdoctoral FellowChicago School of Professional Counseling and Psych. ServicesPsychology Northwestern University

Evanston, IL


Jerry Armour Counseling Psychology (APA) Independent PracticeTennessee State University

Hyun-joo Park Counseling Psychology (APA) Visiting Assistant ProfessorUniversity of Missouri-Columbia State University of New York-Albany

Albany, NY

Sarah Raymond Counseling Psychology (APA) Staff ClinicianMichigan State University University Counseling Center

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2003 Counseling Psychology (APA) PsychologistUniversity of Florida Health Management Institute/Canopy Cove

Tallahassee, FL

2003 Counseling Psychology (APA) Visiting Assistant ProfessorColorado State University Willamette University

Salem, OR

2003 Counseling/Clinical Psychology (APA) Staff ClinicianUtah State University Counseling Center

Univ. of Texas-San AntonioSan Antonio, TX

2002 Counseling Psychology (APA) Postdoctoral Research FellowVirginia Commonwealth University Department of Psychiatry

Univ. of North Carolina School of MedicineChapel Hill, NC

2002 Counseling Psychology (APA) CounselorSeton Hall University Freshman Year Experience

Kingsborough Community CollegeBrooklyn, NY

2002 Clinical Psychology (APA) Staff PsychologistUniversity of Miami Loyola University

New Orleans, LA

2001 Clinical Psychology (APA) Staff PsychologistIllinois School of Professional Counseling CenterPsychology-Chicago The Citadel

Charleston, SC

2001 Counseling Psychology (APA) Dissertation/Adjunct FacultyUniversity of Wisconsin-Milwaukee Carthage College

Kenosha, WI

2001 Counseling Psychology (APA) Postdoctoral FellowUniversity of Maryland Psychology Department


2000 Clinical Psychology (APA) Postdoctoral FellowUniversity of Denver Stanford University

Stanford, CA

2000 Counseling Psychology (APA) Postdoctoral FellowUniversity of Georgia Eating Disorders Clinic

Athens, GA

2000 Clinical Psychology (APA) Postgraduate Clinical FellowMiami University - Ohio Family Institute

Northwestern UniversityEvanston, IL

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1999 Counseling Psychology (APA) Dissertation/Adjunct FacultyUniversity of Memphis University of Memphis

Memphis, TN

1999 Counseling Psychology (APA) Dept. of EducationLoyola University-Chicago University of Wisconsin

Milwaukee, WI

1999 Counseling Psychology (APA) American Psychological AssociationOur Lady of the Lake University Washington, D. C.

1998 Counseling Psychology (APA) Dissertation/Adjunct FacultyWashington State University University of Idaho

Moscow, ID

1998 Counseling Psychology (APA) Counseling CenterUniversity of Memphis University of Indianapolis

Indianapolis, IN

1998 Counseling Psychology (APA) Counseling CenterUniversity at Albany, SUNY Western Carolina University

Cullowhee, NC

1997 Counseling Psychology (APA) Kalamazoo CollegeMichigan State University Kalamazoo, MI

1997 Counseling Psychology (APA) Counseling CenterLoyola University-Chicago Lafayette College

Easton, PA

1997 Counseling Psychology (APA) Special AssistantUniversity of Notre Dame Office of Student Affairs


1997 Counseling Psychology (APA) Postdoctoral Research FellowUniversity of Notre Dame Psychology Department


1996 Clinical Psychology (APA) City Hospital (Woodhull)California School of Professional Brooklyn, NYPsychology

1996 Counseling Psychology (APA) Postdoctoral FellowshipArizona State University UCLA Neuropsychiatric Institute

Drug Abuse Research CenterLos Angeles, CA

1996 Counseling Psychology (APA) Counseling CenterNorthwestern University Chicago State University

Chicago, IL

1995 Counseling Psychology Seventh Day Adventist Church CenterAndrews University Hohenfiche, Germany

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1995 Clinical Psychology (APA) Madison CenterUniversity of Cincinnati South Bend, IN

1995 Counseling Psychology (APA) Children's HospitalUniversity of Notre Dame Dept. of Psych. and Beh. Sciences

Bellevue, WA

1995 Counseling Psychology (APA) Mental Health and Chemical DependencyMichigan State University St. Mary Hospital

Livonia, MI

1994 Clinical Psychology (APA) Counseling CenterMiami University of Ohio Concordia College

Moorehead, MN

1994 Clinical Psychology (APA) Premier AssociatesMiami University of Ohio Loveland, OH

1994 Counseling Psychology (APA) Counseling Center and Psychology DepartmentUniversity of Akron Baker University

Baldwin City, KS

1994 Counseling Psychology (APA) Madison CenterUniversity of Notre Dame South Bend, IN

1993 Counseling Psychology (APA) Private PracticeAuburn University Florence, AL

1993 Clinical Psychology (APA) Aspen Achievement AcademyBrigham Young University Wayne County, UT

1993 Counseling Psychology (APA) Ravenswood Community Mental Health CenterLoyola University-Chicago Chicago, IL

1993 Clinical Psychology (APA) Postdoctoral FellowshipUniversity of Missouri-St. Louis Student Counseling Center

Illinois State UniversityNormal, IL

1992 Counseling Psychology (APA) Madison CenterUniversity of Notre Dame South Bend, IN

1992 Counseling Psychology (APA) Gwinett Center for Christian CounselingUniversity of Southern Mississippi Atlanta, GA

1992 Counseling Psychology (APA) North Central Mental Health ServicesAuburn University Columbus, OH

1992 Clinical Psychology (APA) Center for Individual and Family ServicesOhio University Mansfield, OH

1991 Counseling Psychology (APA) Student Counseling ServiceState University of New York Miami University of Ohioat Buffalo Oxford, OH

1991 Clinical Psychology (APA) Frederick, Stall and Kantra AssociatesUniversity of Denver School of Denver, CO

33

Professional Psychology

1991 Counseling Psychology (APA) Mary Roemer and AssociatesUniversity of Notre Dame South Bend, IN

1991 Counseling Psychology (APA) University Counseling CenterLoyola University-Chicago University of Notre Dame

Notre Dame, IN

1990 Counseling Psychology (APA) Scott and White HospitalUniversity of Texas-Austin Temple, TX

1990 Counseling Psychology (APA) Gulanick, Gabbard and AssociatesUniversity of Notre Dame South Bend, IN

1990 Counseling Psychology (APA) Department of PsychologyUniversity of Florida Lehigh University

Bethlehem, PA

1990 Clinical Psychology (APA) St. John's SeminaryLoyola University-Chicago Boston, MA

1989 Counseling Psychology (APA) Counseling and Mental Health CenterMemphis State University University of Texas - Austin

Austin, TX

1989 Counseling Psychology (APA) University Counseling CenterUniversity of Florida University of Notre Dame

Notre Dame, IN

1989 Counseling Psychology (APA) Counseling CenterOhio State University Utah State University

Logan, UT

1989 Counseling Psychology (APA) Ben-el Child Development CenterUniversity of Notre Dame Bellefontaine, OH

1988 Clinical Psychology (APA) OaklawnIllinois School of Professional Goshen, INPsychology

1988 Counseling Psychology (APA) Family Services of Delaware CountyBall State University Muncie, IN

1988 Counseling Psychology (APA) Department of Counseling, Continuing Education andUniversity of Minnesota- Minneapolis Extension

University of MinnesotaSt. Paul. MN

1988 Counseling Psychology Mercy Memorial Medical CenterWestern Michigan University St. Joseph, MI

1987 Clinical Psychology (APA) Kingwood HospitalIllinois School of Professional Michigan City, INPsychology

1987 Counseling Psychology (APA) Department of Educational PsychologyUniversity of Iowa University of Oklahoma

Tulsa, OK

34

1987 Counseling Psychology (APA) Counseling CenterUniversity of Notre Dame Marquette University

Milwaukee, WI

1986 Counseling Psychology (APA) OaklawnUniversity of Notre Dame Elkhart, IN

1986 Counseling Psychology (APA) OaklawnUniversity of Missouri - Columbia Elkhart, IN

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