Internship Program in Clinical Psychology
Progam Director: Lori B. Waxenberg, Ph.D., ABPP
*****Website Update Coming Soon for 2018-2019 Internship Year*****
We want to tell you all about our new rotation structure for the coming year. The assessment experience will have a greater emphasis on depth of training in the intern’s area of focus, without required rotations through the other two areas of focus. For example, child interns will do all of their assessments with children and families, med/health interns will do all of their assessments with med/health patients and neuropsychology interns will do all of their assessments with neuropsychology patients.
The intervention experience will remain broad and comprehensive for all interns. Interns in any area of focus are encouraged to carry a diverse caseload of patients with various presenting problems and different supervisors to expose them to new interventions.
Welcome prospective interns!
Thank you for taking the time to visit the website of the University of Florida Health Science Center Psychology Internship Program. There is a detailed description of our program and our setting on this site, but I want to highlight a few things. We are very proud to offer excellent training in general psychology skills in addition to three Major areas of Study: Child/Pediatric Psychology, Health/Medical Psychology and Clinical Neuropsychology. Our faculty members are committed to help interns become competent professionals, confident in their clinical skills and their professional identity as a psychologist.
We have the rare distinction to be an independent department of Psychology located in an Academic Medical Center. We are well integrated into the hospital and have many excellent clinical and research relationships with physicians, nurses, physical therapists, etc. Our interns are excited by the numerous opportunities to work with interesting and varied populations within the UF Health Shands hospital.
The faculty members at University of Florida consider interns to be junior colleagues. Therefore, there is a sense of collaboration and support and an environment that highlights learning and developing confidence and competence in focused interest areas as well as broad and general areas of psychology.
Thank you again for visiting our program site. You will find detailed information about every aspect of our internship program here. I hope you find the description of the University of Florida Health Science Center Psychology Internship Program helpful and informative.
Lori B. Waxenberg, Ph.D., ABPP
Interview dates for 2019: January 4, January 11 and January 18
APPIC Program Codes for Application
- Child/Pediatric Psychology: 120512
- Clinical Neuropsychology: 120513
- Clinical Health Psychology: 120514
- Pediatric Psychology: 120515
- Underserved Psychology: 120518
The Underserved Internship program codes that you see on the APPIC website represent positions that have already been designated for current students in our graduate program. This is part of a grant our internship received from the Health Resources and Services Administration (HRSA) that has allowed us to expand our internship training slots; we now have an additional spot in the general match than we would not have otherwise.
The Department of Clinical and Health Psychology offers internship training in clinical psychology to students who are pursuing a doctoral degree in clinical or counseling psychology from programs accredited by the American Psychological Association (APA), Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242, 800-374-2721. We seek to prepare students for the practice of professional psychology consistent with philosophy embodied in the scientist-practitioner model of training. We endeavor to teach students how to think scientifically about clinical problems, how to provide clinical service with skill and appreciation for human diversity and the highest ethical and professional standards, how to evaluate the clinical relevance of empirical research, and how to contribute to advancements in psychological knowledge through research and scholarship. Our philosophy of training is consistent with the model espoused by the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Professional Psychology (1990):
“The scientist-practitioner model of education and training in psychology is an integrative approach to science and practice wherein each must continually inform the other. This model represents more than a summation of both parts. Scientist- practitioner psychologists embody a research orientation in their practice and a practice relevance in their research. Thus, a scientist-practitioner is not defined by a job title or a role, but rather by an integrated approach to both science and practice. This model entails development of interlocking skills to foster a career-long process of psychological investigation, assessment and intervention (p. 7).”
Accordingly, our Departmental Mission Statement directs us to “educate tomorrow’s leaders in psychology in the scientist-practitioner tradition, advance psychological service, and improve the health and quality of life of all people through excellence in research, education, and health service delivery.”
Our Department is the recipient of the “2001 Department of the Year Award” from the American Psychological Association of Graduate Students (APAGS). Consideration of our Department for this award was based upon a letter of nomination submitted and signed by our students, interns, and postdoctoral fellows attesting to the positive atmosphere in which training occurs in our Department.
The Department of Clinical and Health Psychology is a unit of the College of Public Health and Health Professions of the University of Florida. Founded in 1853, the University of Florida has a long history of established programs in education, research, and service. It is one of only 17 public, land-grant universities that belong to the prestigious group of 62 institutions that comprise the Association of American Universities. With more than 50,000 students, including approximately 8,500 graduate and professional degree students, the University is the fourth largest in the nation. The University is a major teaching and research institution with more than 200 educational programs and extramural grant income exceeding $600 million per year.
The College of Public Health and Health Professions is one of six colleges (including Medicine, Dentistry, Nursing, Pharmacy, and Veterinary Medicine), which along with Shands Teaching Hospital and Clinics comprise the University of Florida Health Science Center–the most comprehensive academic health science center in the southeastern United States. The UF Health Science Center is dedicated to high-quality programs of education, research, and clinical care. With a combined 996 licensed beds, UF Health Shands Hospital’s Gainesville facilities include UF Health Shands Children’s Hospital and UF Health Shands Cancer Hospital. It also operates the health system’s two specialty hospitals, UF Health Shands Rehab Hospital and UF Health Shands Psychiatric Hospital.”UF Health is a private, not-for-profit healthcare system affiliated with the University of Florida and its Health Science Center campuses in Gainesville and Jacksonville. The system includes eight Shands hospitals and two home-health agencies. Shands is affiliated with more than 80 UF outpatient practices located throughout North Central and Northeast Florida.UF Health Shands Hospital is a leader for healthcare referrals in the state of Florida and the healthcare system is widely respected among healthcare practitioners in the Southeastern US. UF and community physicians on our medical staff provide care in more than 100 specialty and sub-specialty medical areas, from primary care to highly complex care including cancer, cardiovascular, neurological/neurosurgery and transplantation services. Patients come to us from every county in the state, throughout the nation and from more than a dozen countries.The Department of Clinical and Health Psychology operates the Psychology Clinic, which provides comprehensive psychological services to outpatients in the greater Gainesville community and to patients of Shands Teaching Hospital. The Psychology Clinic serves as the primary training site for the Psychology Internship Program. Between 10/1/2014 and 10/31/2015 there were a total of 15,377 outpatient visits and 1929 inpatient visits. Of these totals, 5.572 outpatient visits and 418 inpatient visits were seen by interns under the supervision of faculty members.
The Psychology Internship Program is one of two APA-approved training programs within the Department of Clinical and Health Psychology. In addition to the internship program, the Department also has a doctoral training program in clinical psychology. The Department receives funding from the State of Florida to support its educational mission, and it has enjoyed a long history of strong institutional support for the missions of doctoral education and internship training in clinical psychology. Indeed, the Psychology Internship Program, which has been accredited by APA continuously since 1963, represents an integral part of the mission of the Department, the College, and the Health Science Center. The Internship Program has received strong support at each of these levels for its training mission. This support has manifested itself in the substantial commitments of faculty time, space allocation, and administrative and financial resources provided by the Department, the College, and the Health Science Center.
The administrative structure of the Psychology Internship Program is unique among those situated in academic health science centers. Our program resides in an independent Department of Clinical and Health Psychology rather than in a Department of Psychiatry, the more common location of psychology internship programs in academic health sciences centers. The Chairman of the Department of Clinical and Health Psychology is Glenn E. Smith, Ph.D., ABPP-cn.
Responsibility for the training of interns is shared by 22 faculty members who serve as clinical training supervisors and by a number of other faculty who contribute to the program through educational and didactic offerings. Virtually all of our faculty participate in the clinical, research, and educational mission of the Department, and thus reflect and model the scientist-practitioner tradition on a day-to-day basis. Major decisions regarding the internship, including overall evaluations of program performance and intern progress, are made collectively by the faculty. The Director of the Psychology Internship Program is Lori Waxenberg, Ph.D., ABPP.
The Psychology Internship Program requires one year of full-time training. The Internship Program begins on July 1st and ends on June 30th of the following year. We do not have part-time interns.
To be considered for admission, candidates must be graduate students in good standing in an APA-approved program in clinical or counseling psychology. They must have completed their masters’ degree or equivalent as well as their qualifying doctoral examination or equivalent. In addition, applicants are required to have proposed their dissertation to be considered for internship at UF. Candidates must be certified as ready for internship training by the Director of Clinical Training of their doctoral programs. Applications must be submitted by November 1st and must include completed APPI application and a clinical work sample.
The major goals of the Internship Program are: (1) to enable interns to develop sufficient knowledge and skill in broad aspects of health service psychology, to allow them to successfully compete for post-doctoral fellowships and/or entry level positions, to obtain licensure and to have entry level skils for the independent practice of psychology (2) to prepare interns to deliver professional services to patients and to consume research in a manner that shows dedication to applicable ethical, professional practice and legal standards; (3) to prepare interns to be cognizant of major sources of individual and group variation, to understand how such diversity affects psychological processes, clinical presentation, and responsiveness to intervention, and to apply such knowledge in addressing diversity related issues and problems, (4) to prepare interns for the practice of professional psychology in a manner consistent with the scientist-practioner model of training, to evaluate the clinical relevance of empirical research and how to apply research findings in solving clinical problems, and (5) to enable interns to develop sufficient knowledge and skill to utilize and provide clinical teaching and supervision.
We seek to prepare the intern through supervised clinical training and didactics to function as an entry-level professional psychologist, to practice competently in applied areas of psychological assessment, consultation, and intervention, and to develop attitudes for ongoing professional development within a context of an evolving body of scientific and clinical knowledge, with an understanding and appreciation of ethical, legal, and human diversity considerations in the practice of clinical psychology. The internship program consists of supervised clinical training experiences that are sequential, cumulative, and graded in complexity. We take a “developmental perspective” on the accumulation of knowledge and skills during this critical training period when the intern makes the transition from the role of student to that of colleague. Each clinical supervisor is expected to contribute to the intern’s progression from relative dependence to increased autonomy and responsibility in the provision of clinical services.
Graduates of the Internship Program are expected to demonstrate specific competencies required for entry-level practice of psychology in a variety of settings. Graduates are expected to be knowledgeable consumers of psychological research results, and to have the ability and inclination to incorporate advances in knowledge into their own practice. They are expected to be skilled in the delivery of a broad variety of assessment intervention procedures. Graduates are expected to be cognizant of major sources of individual and group variation and to understand how such diversity affects psychological processes, clinical presentation, and responsiveness to intervention. Graduates are also expected to deliver professional services and to conduct research in a manner that shows dedication to applicable ethical, professional practice, and legal standards.
At the completion of training, interns are expected to demonstrate the ability to function as psychologists with entry-level knowledge and skills with respect to six substantive domains: (1) psychological assessment, (2) psychological consultation, (3) psychotherapeutic intervention, (4) professional standards, ethics, and law, (5) cultural and individual diversity, and (6) research and scholarly inquiry. The goal and objectives in each of these areas form the basis for our individualized training plans and our assessments of intern progress throughout the course of the internship year. By the conclusion of the internship year, all interns are expected to demonstrate entry-level knowledge and competence with respect to one Major area of Study within clinical psychology (i.e., clinical child/pediatric psychology, medical/health psychology, or clinical neuropsychology) as well as knowledge and skills with respect to each of the other areas of their clinical training. (Entry-level knowledge and competence is defined as ability to function competently as a professional psychologist with minimal supervision until achieving licensure as a psychologist.)
The Internship Program combines intensive focused training together with general training in the practice of clinical psychology in a health care setting. Focused training occurs in one of three Major areas of Study: (1) clinical child/pediatric psychology; (2) medical/health psychology; or (3) clinical neuropsychology. Focused training allows the intern to work intensively on a major area of professional interest and development. Interns train year round in their Major area of Study, rotating through a variety of assessment clinics. First and fourth quarter training is full time in the Major area of Study; second and third quarter is half time in general areas and half time in the Major area of Study. Thus, focused training accounts for about 75% of the intern’s assessment time and general training accounts for the remaining 25%. This provides opportunities to accomplish both breadth and depth of training in evaluation. A brief description of the types of training experiences and clinical problems encountered in each of the tracks is summarized below.
Clinical Child/Pediatric Major area of Study
Interns in the Clinical Child and Pediatric Psychology Track receive training in assessment, consultation, and intervention across diverse content areas in child and family clinical and health psychology. Rotations involve assessment and consultation experiences in child behavioral/emotional health and consultation involving inpatient and outpatient pediatric patients and their families. Rotations are organized by clinic or service and are supervised by faculty in the Department of Clinical and Health Psychology and the Division of Child and Adolescent Psychiatry. Each clinic and service emphasizes different content areas and activities that correspond to faculty expertise. During a rotation experience, a Child/Pediatric intern may be assigned to conduct a range of activities, including comprehensive psychological evaluations of children with neurodevelopmental and/or behavioral/psychological problems, therapy intake assessments on children or families seeking treatment services, consultation to families in outpatient pediatric clinics, or inpatient consultation on the pediatric units at UF Health Shands Hospital. With the exception of the Consultation Service, all rotations are organized by the day on which the clinic or service is offered by the attending faculty member. For the Consultation Service two interns are assigned to be lead interns, and as such are the first interns contacted when inpatient consultation services are requested. Interns are assigned to two rotation days per week for all four quarters of training. During assignment to the Consultation Service, the lead interns are on-call throughout the week for an entire quarter of training and are therefore not assigned to specific clinic days.
The table below summarizes the various assessment or consultation experiences available in the child/pediatric area of emphasis:
|Rotations Available for Intern Training||Child Mental Health Assessments (Psychiatry)
Child Neurodevelopmental and Mental Health Assessments (Psychology Clinic)
Child Primary Care Intake Assessments (UF Health Pediatrics- Magnolia Parke)
Pulmonology Disorders Outpatient Clinic (UF Health)
Child Neurodevelopmental and Mental Health Assessments (Psychology Clinic)
|Child Mental Health Assessments (Psychiatry)
|Behavioral Pediatrics Assessment (Psychology Clinic)
Pediatric Craniofacial Outpatient Clinic (UF Health)
|Child Research Seminar|
|Child/Peds Consultation Service (Inpt Consults)|
In addition to these assessment and consultation experiences, Child/Pediatric Track interns receive intervention training throughout the year. These cases may involve a variety of child and adolescent psychological diagnoses and an array of evidence-based intervention strategies. Supervision for therapy training is provided by faculty in both individual and group formats. Child/Pediatric Track interns are encouraged to accept therapy cases across different tracks (e.g., adult mental health) to increase breadth of therapy experiences.
In order to assure breadth and general training in assessment and consultation, Child/Pediatric Area interns are assigned two rotation experiences outside the area in the 2nd and 3rd quarters of the internship year. These assignments are in either the Medical/Health Psychology or the Neuropsychology Tracks. Child/Pediatric Track interns are asked to rank their preferences for outside rotations and the Internship Director and Area Head match available experiences with intern preferences as closely as possible. Popular choices for rotations outside the major emphasis area of Child and Pediatric Psychology include child neuropsychology, chronic pain, women’s health, oncology, and transplant psychology.
The faculty in this track include: David Fedele, Ph.D., Ph.D., Cindi Gayle, Ph.D., David Janicke, Ph.D., ABPP, Joseph McNamara, Ph.D. Melanie Nelson, Ph.D., Alana Rawlinson, Ph.D. and Brenda Wiens, Ph.D.
Medical/Health Psychology Major area of Study
Interns in the Medical/Health Psychology Track are encouraged to participate in the full range of assessment services offered by the faculty in this area. The assessment experiences are organized by day (one rotation is one day of the week) and each intern is assigned a day to be on assessment clinic. For example, an intern assigned to Monday assessment clinic would have the opportunity to work with the faculty members who have clinics on Monday. That means an intern might work with the chronic pain service in the morning and the transplant service in the afternoon. Or they might have the opportunity to assess an inpatient. If an intern was assigned to the Thursday clinic, they might work with the transplant service in the morning and the oncology service in the afternoon. They may have an opportunity to work in the women’s health clinic or work with the sleep medicine service. During the first quarter, Med/Health Emphasis interns have two and a half days of Med/Health assessment clinic. During the second and third quarters, they have one and a half days of assessment clinic. Across quarters, their assignments to “days” change so that they can obtain training in the full range of health psychology services by the end of their internship year.
By using the “day system” of assignment, our goal is to give the Med/Health interns the experience of being a health psychologist in a large academic medical center. They get exposed to a variety of models of assessment from the Med/Health faculty members and have the opportunity to work with varied populations from the beginning of their training experience.
To assure broad and general training, Med/Health Emphasis interns also rotate through the Neuropsychology and Child/Pediatric assessment clinics. In the second quarter, the Med/Health Emphasis interns rotate through one minor emphasis assessment clinic (either Neuropsychology or Child/Pediatric) and rotate through the other during the third quarter. In addition, the Neuropsychology and Child/Pediatric Interns all rotate through Med/Health, each doing a one day rotation for an entire quarter. Intensity of supervision is tailored to the interns’ needs and skills throughout the year. In general, interns are expected to achieve a greater degree of independent functioning in their designated emphasis area than in their minor rotations at year’s end.
Also to ensure broad and general training, Med/Health interns carry a therapy caseload throughout the year that consists of treatment cases ranging from Child/Pediatric to General Mental Health to Fear & Anxiety Disorders to Med/Health to Neuropsychology. Med/Health Interns are encouraged to work with faculty from all tracks to learn a variety of intervention methods and evidence based treatment protocols.
Medical/Health Psychology Assessment Opportunities:
|Assessment Rotations available for Intern Training||Chronic Pain/Illness
Solid Organ/Bone Marrow Transplant
|Solid Organ/Bone Marrow Transplant
|Solid Organ/Bone Marrow Transplant
General Health/Medical Psychology
Behavioral Sleep Medicine
|Solid Organ/Bone Marrow Transplant
|Solid Organ/Bone Marrow Transplant
The faculty in this track include: Glenn Ashkanazi, Ph.D., Lisa Clifford, Ph.D., Patricia Durning, Ph.D., Robert Guenther, Ph.D., ABPP, Jessica Payne-Murphy, Ph.D., Deidre Pereira, Ph.D., Michael Perri, Ph.D., ABPP, Michael Robinson, Ph.D., Lori Waxenberg, Ph.D., ABPP, and Nicole Whitehead, Ph.D.
Neuropsychology Major area of Study
Interns in the Neuropsychology track receive broad based training in the theory and practice of clinical neuropsychology. This occurs via clinical experiences with a variety of neuropsychology supervisors, diverse clinical populations, and participation in didactic experiences. Over the course of the year, the intern rotates through the clinics of 6 different neuropsychology faculty supervisors. As such, the intern is exposed to distinct assessment approaches ranging from fixed battery (e.g., modified Halstead-Reitan), flexible battery to more process-oriented and qualitative approaches that are commonly used in neuropsychological evaluations. Interns become familiar with prototypic neurocognitive profiles that are associated with classic neurologic and psychiatric disorders and syndromes, as well as more rare syndromes they might encounter in clinical practice or research settings. They learn to addresses assessment challenges that arise when working with individuals with specific subsets of symptoms (i.e., the hearing impaired, the hemiplegic patient) or from different cultural backgrounds. Because of their exposure to a range of supervisors and cases, the intern learns different report styles for communicating neuropsychological findings to other professionals (referring physicians, etc.),, attorneys, and families. They also become familiar with varying styles of supervision and how to present cases in multidisciplinary clinical meetings. Some rotations are embedded in an interprofessional context, where the Neuropsychology team is part of an interdisciplinary team of professionals (neurology, neurosurgery, psychiatry) who are evaluating the same patients during the same clinic.
A typical week in the life of the Neuropsychology intern includes two formal assessment days. On each day, the intern works with a faculty supervisor seeing patients through that particular faculty member’s clinic. These clinics differ in their emphasis on the specific clinical populations (e.g., movement disorders, dementia, epilepsy, TBI, pediatric neuropsychology, etc.). Thus, in each quarter, the intern is supervised by at least two different neuropsychology faculty. The remaining days involve clinical supervision, seeing therapy clients, and participating in educational and clinical conferences. The latter include neurology ground rounds, Epilepsy Management Conference, Deep Brain Stimulation pre-surgery rounds, and various clinical and research conferences. A listing of various enrichment opportunities is attached.
To provide broad and general training, the Neuropsychology Track interns also rotate through Child/Pediatric and Med/Health Psychology assessment clinics. This occurs during the second and third quarters, when only one of their assessment days is neuropsychology-focused. The remaining assessment day is either Child/Pediatric (Quarter 2 or 3) or Med/Health Psychology (either Quarter 2 or 3). Additionally, the Neuropsychology Emphasis interns carry a therapy caseload throughout the year consisting of treatment cases from General Mental Health, Fear and Anxiety Disorders Clinic, Neuropsychology, Child/Pediatric and Med/Health clinics. The Neuropsychology interns are encouraged to work with faculty from all areas of emphasis to learn a variety of intervention methods and evidence based treatment protocols.
|Assessment Rotations available for Intern Training||Movement Disorders (Pre& Post DBS) and Brain Health
|Adult Learning Disability & ADHD Clinic;
Traumatic Brain Injury (Dr. Dede)
Geriatric, Neuropsychiatric (Dr. Dotson)
|Dementia, Epilepsy, General Neuropsychology ((Dr. Bauer)
|Cardiac & Post-Op Cognitive Decline; General Neuropsychology;
The faculty in this track include: Russell Bauer, Ph.D., ABPP, Dawn Bowers, Ph.D., ABPP, Erika Cascio, Ph.D., Duane Dede, Ph.D., Shelley Heaton, Ph.D., Shellie-Anne Levy, Ph.D., Catherine Price, Ph.D., and Glenn E. Smith, Ph.D., ABPP-cn. Additional activities may be arranged with other members of the area including Michael Marsiske, Ph.D. and William Perlstein, Ph.D. Because neuropsychology interns rotate through adult and child services, applicants should have prior clinical experience in the intellectual and cognitive assessment of both adults and children. Additional information about the Neuropsychology Division can be found on the following website: www.phhp.ufl.edu/neuropsy.
Each quarter, an intern is assigned to one of the three Major areas of Study (Clinical-Child/Pediatric Psychology, Medical/Health Psychology, or Clinical Neuropsychology) to conduct assessments/consultations conjointly with or under the supervision of faculty within that Division. Assessments and consultations include outpatients referred to the Psychology Clinic and inpatients within UF Health Shands Hospital. Assignments for training in assessment and consultation are made on a quarterly basis. The assignments for training are based on an individualized training plan that is developed jointly by the intern and the Training Director and take into account the intern’s previous training experiences and future career goals. Within their Major area of Study, the interns will work with a variety of faculty. The precise structure of assessment/consultation training will vary by Division due to the different service demands and training goals. Interns typically engage in assessment/consultation activities for two full days a week.
Training in psychological interventions and psychotherapy is generally conducted when the intern is not engaged in assessment/consultation training during the week. Each intern is expected to carry a range of treatment cases with respect to presenting problem diagnosis, age, sex, and socio-cultural diversity. Interns normally maintain a caseload of 5 to 10 cases per week, with the goal of at least 4 direct intervention hours per week. Interns typically receive 1/2 hour of individual supervision per one hour of therapy. Psychotherapy supervision is not subject to the quarterly rotation system that is used for assessment/consultation assignment. Interns continue with a therapy supervisor from the start of a case through to its conclusion.
It is expected that over the course of the internship year that interns will accumulate 200 or more hours of direct contact with patients in psychotherapeutic interventions as well as 200 or more hours of direct contact with patients in assessment/consultation. Didactic training and an opportunity for research involvement are also integral parts of the training program. Didactic training has both general and specialized components. All interns are expected to attend the weekly Departmental Friday Colloquium Series, and the weekly Intern Training Seminar (which is devoted to presentations and discussions related to ethics, professional practice, career development, program development and the integration of empirical and clinical knowledge). For the second half of the year, the Intern Training Seminar is focused on developing supervision skills and participating in tiered supervision with CHP graduate students. All interns also attend one or more Major area of Study meetings, which are devoted to clinical and research issues specific to the identified area of interest (Child/Pediatric Psychology, Health/Medical Psychology or Clinical Neuropsychology. In addition, interns collaborate with departmental faculty in research either by participating in an ongoing investigation or by attending lab meetings. Research involvement during the workweek is generally limited to 10% time. Collectively, 10% to 20% of the interns’ time each week is devoted to didactic and participatory experiences designed to demonstrate of the integration of science and practice in clinical psychology.
During the first two days of the internship year, a series of presentations is used to provide all interns with a basic orientation to the program and preparation for much of the clinical training they will undergo during the year. Interns receive guidance in the implementation of our clinic operating procedures, as well as area-specific presentations about the rotations that are planned. All didactic components are supplemented with key readings to assist interns in basic preparation for the clinical training experiences that they will encounter during the internship year.
The specific course of training is tailored individually to each intern’s particular training needs. Early in the internship year, the Training Director meets with each intern to review the intern’s prior practicum training experiences and self-assessment of professional training needs. The outcome of this review is a training plan across the following five categories: (1) assessment and consultation skills (e.g., interviewing, testing, independent case conceptualization, report writing, feedback to referral sources, etc.); (2) intervention skills (e.g., individual, marital/couples, family, or group psychotherapy, etc.); (3) populations (e.g., children, adolescents, adults, elderly, medical surgical, pediatric, psychiatric, neurological patients, etc.); (4) theoretical orientations (e.g., behavioral, cognitive, systems, interpersonal, dynamic, eclectic, etc.); and (5) other skills (e.g., supervisory experience, research involvement, etc.). These identified training targets serve as the guide that is used in determining the intern’s clinical training assignments within each Major area of Study. The individualized training plan is reviewed quarterly and is updated based on the intern’s progress and input from the written and oral feedback from the intern’s training supervisors.
The intern’s experience of direct provision of clinical services occurs in conjunction with regular, ongoing (individual and/or group) supervision by a faculty member. It is generally preceded by opportunities for observational learning and guided participation by the faculty member. In addition, the clinical and supervisory experiences are supplemented with yearlong didactic experiences that address theories and methods of assessment/diagnosis and consultation, psychological interventions and their efficacy (including empirically supported treatment), ethics and professional behavior, and issues of cultural and individual diversity. Modeling and guided participation typify the primary teaching methods used at the onset of each quarterly assessment/consultation rotation. Each faculty supervisor reviews the intern’s prior training related to the primary focus area of the rotation so as to gauge the level and type of supervisory guidance required to meet the intern’s training needs.
At the outset of the rotation, the faculty typically will model the clinical skills that the intern is expected to learn or hone during the course of the rotation. The faculty may also assign supplementary readings to assist in preparation for training. Through guided participation, the faculty member will allow the intern to assume greater degrees of clinical responsibility with appropriate feedback about the intern’s performance. By the conclusion of the rotation, it is generally expected that the intern will be able to demonstrate a substantial increase in the ability to carry out the assessment/consultation skills that comprised the primary focus of training for that rotation. In many but not all cases, it is expected that the intern’s performance of the assessment/consultation skills will be at or near the level judged by the faculty supervisor to represent competent entry-level professional practice. An example of an exception to this rule would be the case of an intern completing a first rotation in neuropsychological assessment. Top
At the present time, 23 faculty member in our Department serve as “training supervisors” in the Internship Program (Drs. Ashkanazi, Bauer, Bowers, Clifford, Dede, Durning, Fedele, Gayle, Guenther, Heaton, Janicke, Johnson, McNamara, Mellott, Payne-Murphy, Pereira, Perlstein, Price, G. Smith, S. Smith, Waxenberg, Whitehead and Wiens). These faculty members have direct supervisory contact with the interns and are actively involved in the planning and implementation of the internship program. There are also additional faculty members in our Department who do not have supervisory contact with the interns but who provide training experiences such as didactic presentations and the opportunity for participation in their clinical research programs (Drs. Bradley, Lang, Marsiske and Robinson).
The training supervisors have primary responsibility for professional services delivered through the Psychology Clinic, the primary training site for our Internship Program. All training supervisors are doctoral-level clinical or counseling psychologists, and all are currently licensed as psychologists in the State of Florida. Our faculty includes a distinguished group of scientist-practitioner psychologists. Three of the faculty are Fellows of the American Psychological Association (Drs. Bauer, Lang, and Perri), and five are Diplomats of the American Board of Professional Psychology (Drs. Bauer, Bowers, Guenther, Perri, and Waxenberg). At the same time that they are serving as clinical supervisors, the majority of our faculty are also conducting empirical research on issues of clinical significance. At the current time, most of our faculty members are serving as the Principal Investigator or Co-Investigator on federally funded research grants. In addition, eight of our faculty are currently editors or editorial board members of scientific and professional journals in psychology (Drs. Bauer, Bowers, Heaton, Janicke, Lang, Pereira, Perri, and Robinson).
All training supervisors have 12-month appointments and play an active role in the planning, implementation and evaluation of the Internship Program. The faculty are well suited to serve not only as clinical supervisors but also as professional role models whose clinical and scientific contributions are consistent with the training philosophy and objectives of the Internship Program. Moreover, given our considerable research expertise, the faculty are in an especially favorable position to review with interns the relative scientific and empirical bases for the professional services typically delivered through the Psychology Clinic.
The essential clinical psychology skills in which all interns are expected to demonstrate competence include the following: (a) psychological assessment including clinical interviewing (i.e., the development of an appropriate interpersonal contact that permits the gathering of information relevant to biobehavioral and psychosocial factors that cause or maintain the patient’s presenting problem or symptomatology) and the selection, use, and interpretation of standardized psychological tests and measures relevant to forming a diagnosis, conceptualization, or treatment plan for the presenting problem; (b) consultation and communication with other professionals regarding the contribution of psychological factors to the presenting problem or diagnosis and the availability of appropriate psychological intervention alternatives; (c) case conceptualization and report writing (i.e., the integration of interview data, test findings, and collateral sources of information into a coherent framework that allows for the communication of an accurate diagnosis and the development of an appropriate treatment plan); (d) psychotherapeutic intervention (i.e., the development and implementation of an appropriate treatment derived from a data-based case conceptualization and an awareness of the relevant empirical literature regarding the efficacy of various treatments for the presenting problem or diagnosis); (e) awareness of issues of professional ethics, legal issues, and individual and cultural diversity as they affect the practice of psychology; and (f) knowledge of the methods and contributions of research and scholarly inquiry as applied to the practice of psychology. Competence in the essential professional skills (appropriate to an entry-level position) within the designated area of interest is required for successful completion of the internship program. Competence is also expected for skills outside the intern’s designated area of focus. Systematic training in the targeted professional competencies is assured through the following activities: (1) the direct provision of clinical services that all interns accrue on their assessment/consultation rotations and psychotherapy/supervision activities; (2) extensive ongoing individual and group supervision; (3) the four hours per week of involvement in research; and (4) the more than 150 hours per year of didactic training that addresses theories and methods of assessment/diagnosis and consultation, psychological interventions and their efficacy, strategies of scholarly inquiry, ethics and professional behavior, and issues of cultural and individual diversity.
Intern knowledge and competence are assessed on an ongoing basis through a variety of methods, including live observations of intern-patient interviews and testing, reviews of video of digitally recorded therapy sessions, detailed reviews of the intern’s written assessment reports and treatment progress notes, observations of required intern presentations of case formulations and treatment planning, as well as formal and informal feedback from referral sources. Feedback to interns about their progress in achieving competence in professional skills is accomplished through several means. First, each supervisor provides interns with verbal feedback about performance during the course of assessment/consultation rotations or therapy cases. Second, all supervisors complete detailed, written, scaled evaluations of the competence of each intern supervised during the quarter. Third, faculty members review and discuss the progress of each intern, on a quarterly basis, and make individualized recommendations for training experiences for the following quarter. These progress reports and recommendations are reviewed by the Internship Director. Fourth, the Internship Director meets individually with each intern to review the formal feedback from the faculty evaluations, to assist the intern in conducting a self-assessment of progress, and to integrate the evaluative information into the training plan for the remainder of the internship year.
We expect that interns generally begin the training year with the need to develop competence in several levels of knowledge and skills (i.e., that they require a relatively high degree of faculty input into the planning and provision of clinical services). As the training year progresses, we expect that intern progress will be such that their levels of knowledge and skills will demonstrate increasing competence so that at the conclusion of the internship year, each intern is competent to practice psychology as an entry level professional. Competence in the understanding and application of ethical principles is particularly stressed throughout the internship year. Interns are exposed early and often to the wide array of ethical issues that arise in clinical practice. Discussion of ethical issues is an important feature of didactic training and individual and group supervision. In didactic meetings, interns are required to demonstrate an ability to apply the APA Ethical Principles and Code of Conduct in a clinical context. Application of these principles is fostered through group discussions (during the intern didactic seminar series) of the possible courses of actions to be taken in specific case scenarios. Knowledge and sensitivity to issues of individual and cultural diversity in psychological practice is ensured through a variety of means. Interns are prompted by the faculty to discuss these issues as they relate psychological assessment and treatment in individual and group supervision. A series of didactic and experiential presentations is devoted specifically to key issues of cultural and individual diversity.
At mid-year (or sooner if warranted by the presence of a significant issue) and at year-end, the Internship Director writes a letter to the Director of Clinical Training of each intern’s doctoral program. This letter summarizes the intern’s progress. Each intern is asked to read this letter and to sign it prior to mailing. The intern is encouraged to indicate points of agreement or disagreement either in the letter itself or in a separate correspondence to his or her Director of Clinical Training.
Minor deficiencies in intern preparation or performance are generally remediated through the course of normal interaction with the intern’s supervisor(s). The remediation may consist of didactic supervisory instruction, modeling of techniques by the supervisor, and/or readings in the appropriate literature. When the deficiency is in the domain of experience, the intern may be assigned additional relevant cases to provide the needed exposure. Minor deficiencies in experience, training, or performance are communicated to the Director of Clinical Training from the intern’s home program in the context of the mid-year evaluation letter.
Since interns undergo ongoing informal evaluation and receive formal quarterly evaluations from faculty, major deficiencies are generally detected early, usually during first quarter of training. When a major deficiency is detected, three steps are taken. First, the intern is placed on “probationary status” to communicate clearly that significant improvement in performance is needed for successful completion of the internship and that failure to remediate the deficiency could result in dismissal from the internship program. Second, a remediation plan is developed by the faculty, the Internship Director and the intern to ameliorate the noted deficiency. Such plans typically involve increased supervisory contacts (for both training and evaluation) along with intensive variations of the remediation methods used to deal with minor deficiencies. The remediation plan specifies the required changes in performance along with a timetable for re-evaluation of progress. Third, the Director of Clinical Training at the intern’s home program is notified by the Internship Director in written correspondence with a copy provided to the intern. The input of the Director of Clinical Training is sought in the remediation plan, and he or she is kept abreast of the intern’s progress through follow-up contacts both by telephone and by mail. If the deficiency is remediated, probationary status is lifted. If the intern fails to remediate the deficiency, the faculty carefully reviews evaluations from the intern’s supervisors as well as the intern’s self-evaluation of progress. The faculty then decides whether sufficient progress has been made to warrant continuation of the probationary status, with the expectation that the deficiency will be remediated, or whether dismissal from the program is warranted by the intern’s failure to demonstrate progress.
The University of Florida is an Equal Opportunity Institution. The Department of Clinical and Health Psychology is strongly committed to respecting and understanding cultural and individual diversity in its admission and training policies. Admission to the program is not limited by age, color, disabilities, ethnicity, gender, national origin, race, religion, sexual orientation, or socio-economic status. The program avoids any actions that would restrict admission on grounds that are irrelevant to successful completion of the internship. Moreover, the Department of Clinical and Health Psychology has an active minority recruitment program for prospective interns. Applications for the internship program from qualified minority persons are encouraged and invited. Minority individuals who wish to be considered under this recruitment program are encouraged to indicate their interest on the internship application form.
Our Program is committed to treating interns with courtesy and respect. Interns are viewed as junior colleagues, and the faculty strives in all interactions to treat interns with dignity and with concern for their welfare as trainees and as persons. Moreover, the faculty show respect for cultural and individual diversity among interns. Interns are apprised of the APA ethical standards regarding their treatment as students, and they are informed of the various formal and informal means of assistance in event of difficulties in this area (See Section on Grievances). Interns are afforded the opportunity for personal counseling, and appropriate assistance to attain such services are arranged on a confidential basis by the Internship Director.
A stepped-approach is used in the resolution of disputes and grievances. Interns are encouraged to resolve problems directly with the individual(s) involved if at all possible. Interns may seek the advice and guidance of the Internship Director in resolving problems at this level. If this procedure is not successful, the intern may ask the Internship Director to intervene. In such a case, the Internship Director collects all relevant information from the intern and other parties and consults with other faculty and staff as is appropriate to the specific situation. Subsequently, the Director brings the relevant individuals together and presents a plan for resolution of the problem. The Director then follows up with the intern and other relevant parties to determine whether a successful resolution of the problem has been achieved. If the grievance is such that the intern believes that the complaint cannot be brought to the Internship Director, or if the intern wishes to appeal the Director’s decision, the intern may bring the problem to the Department Chair for resolution. Finally, if appropriate redress of the problem cannot be achieved within the Department, the intern may pursue a grievance or appeal procedure to the Dean of the College of Public Health and Health Professions. Since interns are not officially enrolled UF graduate students, they are classified as OPS employees for purposes of grievance procedures.
Each faculty office and intern workspace is equipped with computer systems capable of supporting all work activities. All PHHP computer systems are connected through the Academic Health Center data network. All faculty and interns have high-speed access via the University of Florida’s campus network and its redundant connections to the Internet, Internet2 and Florida LambdaRail. The College of Public Health & Health Professions provides a full-service computing environment for its constituents, offering standard services such as email, file, web, print, database, and statistical analysis as well as more specialized server needs such as experimental control or post-processing for neuroimage analysis. When individualized IT needs exist, faculty work directly with IT staff on installation and maintenance. All PHHP users are provided with space on PHHP file servers. These servers run modern Microsoft server operating systems and connect via fiber optics to an AHC-managed SAN array providing terabytes of fault-tolerant storage to the College. User accounts are also associated with their departments giving them access to the department’s folder on the share drive, which contains resources and documentation for all aspects of program matriculation, enrollment, and administration. By default, all users are also given access to the PHHP Folder on the share drive, providing a shared file storage location for the entire college. The College of Public Health and Health Professions supplies each faculty and staff member with a modern business-class computer, based on latest available technology. The standard machines are loaded with a range of work essential applications with a base install of MS Windows 7, MS Office 2010 and Adobe Acrobat Reader. PHHP provides statistical analysis programs such as SAS, SPSS, JMP, Matlab, R, and STATA by request. All faculty and interns involved in direct patient care have direct access to on-line medical records (EPIC) and hospital scheduling resources from any networked computer. Off-campus access is achieved with VPN connections. Funded tenure track faculty members are provided laboratory space for research training that is also equipped with computers for student use. Most laboratory computers are networked and provide expandable space for large-scale data storage and daily backup and archiving. Technical support for the development of web-based instructional programs and for multimedia development is available from the Academic Health Center IT.
The PHHP IT staff consists of 4 full-time IT professionals and 2 part-time staff, including specialists in server management, networking, data supervision, storage schema, desktop support, and Web design. All users using a PHHP recommended PC have the full support of the College IT staff. The IT staff will assist with Setup, OS Installation, network printing and connectivity and new hardware installation. Despite limited application support, the IT staff can answer most questions. All College owned laptops receive full support for software and hardware upgrades. In special cases the College has provided home PC’s to some Faculty and Staff. IT will support all College owned home computers, provided they are brought in for service. Faculty and interns with personally owned home computers can connect with relevant servers and drives through desktop connections, or in the case of sensitive information (e.g., PHI, identifiable research data) through a Virtual Private Network. The IT Center provides computer training free of charge to all UF faculty and staff.
The clinic has video/audio observation and recording capability for use in clinical supervision and research. The capability to observe activity in any clinic room from any networked computer is provided through the exacqVision Client. A large corpus of tests and measurements (over 200 individual items, plus computer-based platforms provided by Pearson and other vendors) needed for clinical practice is available, and faculty and interns provide input with regard to new tests and protocols that should be added to the Clinic toolbox. The main Health Science Center Library, located within a 5-minute walk from the department, is a 55,000 square foot technology-enhanced facility whose users may access 115 publicly available computers. There is seating and study space for a total of 720 patrons available on three floors. The Gainesville Library is open an average of 97.5 hours per week, and averages 32,168 visitors per month. As of June 30, 2014 the Libraries’ collection totaled 348,682 volumes, 14,322 serial titles in all formats (14,307 electronic, 22 Print + electronic, and 3 print), 355 databases, 1,151,826 e-books (with 47,335 specifically health related) and 154,946 electronic journals, which are obtained through campus-wide purchase (51,860), participation in statewide consortium (29,690), and Open Access Directory (73,396). Total expenditures for the collection (including contributions by HSC colleges and departments and binding) in FY13-14 exceeded $2.2M. Representation of psychology journals within the collection is excellent, in part because library appropriations have made it possible for faculty to request subscriptions based on need and projected circulation.
The Internship Program is housed within the University of Florida Health Science Center, which is comprised of six colleges (Public Health and Health Professions, Medicine, Dentistry, Nursing, Pharmacy, and Veterinary Medicine) Shands Teaching Hospital and Clinics, and the UF Health Science Library. The adjacent Department of Veterans Affairs Medical Center is also a collaborative unit in the health center complex. The location of the Psychology Internship Program within an academic health science center promotes the integration of science and practice, multi-disciplinary collaboration, exposure to advanced trainees from other programs, and health-related research and services. For example, Department faculty and interns regularly participate in activities of the Center for Neuropsychological Studies, the UF McKnight Brain Institute, the Center for Pain and Health Behavior Research, the Center for the Study of Emotion and Attention, the Transplant Center, the ADHD Program of the Division of Developmental Pediatrics, The Trauma Unit and collaborate with affiliated faculty in the Division of Child Psychiatry.
The Psychology Clinic, directed by Dr. Glenn Ashkanazi, is the major clinical teaching facility for the Department and is located on the ground floor of the Shands Hospital. The Psychology Clinic provides both outpatient and inpatient consultative services to the hospital, to affiliated outpatient clinical settings in Neurology, Cardiology, Oncology and Transplant Services. Pediatric aged outpatients are seen in Infectious Disease/Immunology, Pediatric Neurology and Child and Adolescent Psychiatry Outpatient Clinics. All interns obtain the major portion of their training in these settings. The Psychology Clinic provides a wide range of inpatient and outpatient services to the patients of Shands Teaching Hospital and to the community, and thus has a sufficiently diverse population to support clinical training. The Clinic averages about 1,195 visits per month. Of these, approximately 372 are for diagnostic assessments/consultations, and 822 are intervention contacts (including individual, couple, family, and group psychotherapy). The Clinic provides adequate space (3,434 square feet) for assessment and treatment activities by the faculty, interns, and students of the Department. The Clinic occupies 3,509 square feet and is comprised of two staff offices, a large workroom, a resource room for mailboxes and test material storage, an observation room, and 15 rooms for assessment and intervention activities. Some rooms are equipped for family or child/play activities, while others are better suited for individual therapy or assessment.
The Department currently occupies approximately 23,000 square feet of space (including the Psychology Clinic). The offices for the faculty and 11 of the interns are housed contiguously with the Psychology Clinic area and the Department’s research laboratories and conference rooms. The offices of the three child psychology interns are located nearby in the Department of Psychiatry. The 11 interns housed within our Department share two large and one medium sized rooms (728 sq. ft. total). The three interns housed in the Psychiatry Department are housed in two small offices. Each intern is provided with an individual desk, storage space, and a personal computer with Internet access along with paper and other office supplies. Interns share telephones (2/phone) in their offices and are provided pagers so they can be in communication with faculty and clinic staff when not working in their office.
The department currently occupies 9,753 square feet of space in the Health Professions, Nursing and, Pharmacy Complex (HPNP). These facilities provide space for Departmental Administration and support staff (3,717 square feet), office space for tenure-track faculty (3,720 square feet), as well as nine rooms for student space (2,316 square feet), designated for all graduate students in residence.
The base salary for interns in the class of 2018-2019 will be $25,000 per annum. In addition, interns will also receive a $1,000 allotment for the purchase of health insurance. This $1,000 is added to the base salary and is paid bi-weekly. Interns may purchase a health plan provided to students by the University or they may select a private policy of their choice. Interns have 15 days per year of annual leave, which may be used for vacation or professional activities, and 10 days per year of sick leave, which may be use for personal illnesses or to care for family members who are ill. In addition, there are nine paid holidays: New Year’s Day, Martin Luther King Day, Memorial Day, Independence Day, Labor Day, Veterans Day, Thanksgiving Day and the day after, and Christmas Day. Interns are not officially enrolled graduate students at the University of Florida, and are classified as OPS (Other-Personal-Services) employees.
Admissions to the Internship Program are made in a two-step process. The Internship Admissions Committee, which is chaired by the Internship Director and includes representative from each of the areas, selects applicants to be invited for on-campus interviews; following the interviews, the particular faculty members associated with each of the three training areas (i.e., clinical child psychology; pediatric psychology; medical/health psychology; and clinical neuropsychology) decide on the rankings of candidates to be submitted to the National Matching Services, Inc.
If you wish to apply for an appointment as a psychology intern, you should complete the AAPI Online which may be accessed at www.appic.org ; click on APPI Online. Please specify in your cover letter which Major area of Study (Neuropsychology, Medical/Health or Clinical Child Psychology, Pediatric Psychology) you are applying for. Include three letters of recommendation from individuals who are knowledgeable about your clinical training. Please upload and attach to your electronic application a work sample of a psychological evaluation report that you personally have written. Be sure to protect the confidentiality of patients or clients and their families (i.e., compliant with all federal regulations regarding patient privacy).
All application materials must be submitted by November 1, 2018 to ensure consideration for selection. Personal interviews will be offered to those applicants who have passed an initial review conducted by training faculty. Telephone interviews may also be arranged in the event that the applicant cannot personally visit the program. Personal interviews are scheduled for three (3) Fridays in January prior to the selection date. For January 2019, the Friday interview days will be January 4th, January 11th and January 18th. Although a personal interview is not required for admission, in nearly all cases it is beneficial and informative for both the Program and the applicant. For additional information, please contact Dr. Waxenberg, 352-273-5273 or via email: firstname.lastname@example.org.
The program abides by all APPIC regulations regarding Uniform Notification. A copy of regulations currently in effect can be found on by clicking on http://www.appic.org/. The Psychology Internship Program is accredited by the American Psychological Association, 750 First Street, NE, Washington, D.C., 20002-4242, (202) 336-5979, (800) 374-2721.