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Student Health Services

Training Programs

We offer hands-on professional training for graduate and post-graduate students going into counseling, social work and health services psychology.

Hands-On Professional Training

Students going into counseling, social work and health services psychology can apply for training opportunities with real cases and real clientèle to help them prepare to transition from graduate work to working as professional providers.


Counselor Training Program for Ed.S. Candidates

Our department is a clinical placement site for students enrolled in the marriage and family track of the university's Ed.S. Counselor Education Program. 

The training program lasts a full academic year, 36 hours per week. 

Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional counselors. The counseling and psychiatry counselor trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program.

We provide an essential practice environment that offers high quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in the Counseling & Psychiatry Department offers an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling.

Applying and Details
See the training manual [pdf] for detailed information about the program and application process. 


Social Work Training Program for MSW Candidates

Our department is a clinical placement site for students enrolled in an accredited MSW program that seek an individual, family and group concentration.

Open to students enrolled in an accredited MSW program who are seeking an individual, family and group concentration. Priority is given to those enrolled in the University of South Carolina's social work program. Candidates from other programs who have completed the required prerequisites may also apply.

The training program lasts a full academic year, 16 hours per week. Participants typically work a Monday/Tuesday schedule. 

Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional social workers. The Counseling & Psychiatry MSW trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program.

We provide an essential practice environment that offers high-quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in Counseling & Psychiatry offer an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling.

Applying and Details
See the training manual [pdf] for detailed information about the program and application process. 


APA-Accredited Doctoral Internship in Health Services Psychology

Our Counseling & Psychiatry Department is proud to offer a doctoral internship in health services psychology. 

The internship has been in existence since 1985 and received initial accreditation from the American Psychological Association in 1989. We are pleased to announce that the APA’s Commission on Accreditation has granted continued accreditation to the University of South Carolina, Counseling and Psychiatry’s Doctoral Internship in Health Services Psychology through 2019.

For information regarding our APA accreditation, please contact the APA Committee on Accreditation with the following information:
phone: 202-336-5979 or 202-336-6123 TDD
web site:
USPS: 750 First Street, NE, Washington, DC 20002-4242

Interns are paid an annual stipend of $25,500, and medical insurance is provided for the intern but not dependents. Interns can use up to 15 days of paid annual and 15 days of sick leave. Unpaid leave is available beyond the 15 days if medically necessary. More benefits may be available.

NOTE: 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. 

The University of South Carolina, Student Health Services, Counseling and Psychiatry is a participant in the Association of Psychology Postdoctoral and Internship Centers’ (APPIC) Match for Psychology Internships through the National Matching Services. Our program 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. As such, we utilize the  APPIC Application for Psychology Internships (AAPI).

APPIC Match Program: Match Code: 1553

Candidates must meet the following criteria to be considered:

  • Current enrollment in an APA-accredited (or CPA-accredited) doctoral program in counseling or clinical psychology.
  • Successful completion of doctoral comprehensive exams.
  • Completion of a minimum of 450 intervention experience* hours from practica by November 1 and a minimum of 1,200 total practicum hours. 
  • Approval by the academic training program verifying readiness for internship.
  • Completion of all required coursework and practica prior to the starting date of the internship.

Favorable consideration will be given to applicants who will have completed or made substantial progress toward completion of their dissertation by the start of the internship year.

Applicants should be prepared to work with clients presenting with a wide range of emotional, behavioral and well-being challenges and clinical diagnoses (ex: mood and anxiety disorders, interpersonal or personality disorder traits, trauma or abuse recovery, eating disorder and body image disturbance, alcohol and other drug use concerns, identity issues including sexual orientation, gender identity, cultural identity, etc.). Applicants must be comfortable working with a diverse clientele. College counseling experiences is preferred but not required.

*What Is Intervention Experience?
Refer to the AAPI for what is included under "Intervention Experience." These hours may also include practicum training accrued during a terminal master’s program. On the other hand, although we value applicants' non-practicum clinical work in mental health services (e.g., jobs, volunteer work) as a helpful indicator of applicants' overall background and experience in the field, hours of non-practicum services should not be counted towards this criterion.

Complete the APPIC Application for Psychology Internship (AAPI) online.

Online applications must be completed by Nov. 11, 2019.

Applications must include:

  • Letter of intent/application
  • Three letters of recommendation from individuals familiar with the applicant's clinical performance
  • Graduate school transcripts
  • Current curriculum vitae

Step One
The first step is a review of application materials. Following this review, our selection committee identifies a list of 24 applicants who are judged as having experiences and goals that are a "good fit" with the training expectations and opportunities at our site.

Step Two

Intern applicants to be interviewed will be notified about selection as finalists on Dec. 13 by phone with instructions for interview date and time options. This year’s interviews will be held January 7th, 8th, and 9th, 2020.  Candidates will select the date that fits best with their schedule on those dates.

Step Third
The third step is a Skype interview. Candidates are interviewed by 2 different groups of 2-3 staff members and current interns in 2 back-to-back 45-minute interview segments for 90 minutes total. Each interview team has a different list of questions for the candidates, and a little time is afforded for questions from the candidate. Candidates will also have a 15-minute question and answer session with our current intern’s post interview. Interviews are only offered via SKYPE.

Onsite visits are encouraged, however onsite visits do not in any way affect final ranking or selection decisions. Intern applicants are encouraged to visit us post interview. If  interested in visiting please contact the Training Director by phone or e-mail and a follow up e-mail to coordinate an hour block where intern can tour the center and meet available staff. 

Internship is a time to continue the development of professional skills and to make the transition from graduate student to early career psychologist. The internship program offers training in a variety of areas related to the profession of psychology. We attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge. We see interns as emerging professionals and treat them accordingly, giving a great deal of autonomy and responsibility – consistent with the role of an apprentice. Our expectation is that Interns arrive ready to meet the challenges of the clients while working flexibly and adaptively to meet the level of competency consistent with their evolving developmental level. As they matriculate through the program, interns are expected to function more autonomously and will be charged with the responsibility to function with increased independence.  

The philosophy of Counseling and Psychiatry’s psychology internship program is a Developmental-Apprentice-Practitioner (DAP) Model. Counseling and Psychiatry’s internship program aims to build upon the theoretical, empirical and clinical foundations that interns receive from their respective academic psychology programs.

Specifically,  The doctoral internship program at the University of South Carolina Student Health Services (SHS) -Counseling and Psychiatry’s Aims are:

  • provide a training/practice environment that prides itself on the utilization of the medical home model of service-delivery program to the students of the University of South Carolina.

2) provide core training that attends to the development and utilization of evidence-based practice through research,

  1. encouraging ethical practice,
  2. grow in individual and cultural diversity competencies,
  3. practice professional attitudes, refine communication and interpersonal skills,
  4. improve diagnostic assessment and intervention skills,
  5. learn supervision theory and consultation
  6. and develop skills to work within an interdisciplinary team.

Throughout the different facets of our training program, we assess the level of skills — strengths and growth edges — and make commensurate goals for each trainee. We require all interns to participate in ongoing didactic, skills-based, and process-oriented seminars. In addition, they must complete tasks that demonstrate their diagnostic assessment, intervention, and other professional skills. Specific aims for professional development are addressed in individual supervision, group supervision, and professional peer relationships. The possibility for interns to provide supervision to second year Educational Specialist (Ed.S. — a Master’s degree plus program) practicum student in the Marriage and Family Therapy track during the second semester of the training year provides another element of training that we hope to offer during this internship year. The opportunity to work with therapists at an earlier developmental stage provides perspective and clarity of their professional abilities and further facilitates their participation in the different facets of our training program.

Apprentice roles and relationships become the vehicle to develop skills in a supportive environment. Interns may be involved in co-therapy, co-leadership, and consultative relationships throughout their tenure here at the counseling center. In addition, individual supervision focuses on management of the apprentice’s caseload so that each client receives supervisory attention. These mechanisms help to calibrate your professional autonomy based on your skill attainment along with the complexity of the case. 

Clinical practice through direct face-to-face client contact is the medium for our apprentices to learn about the complexity of providing services. We work with diverse students from different countries, sexual orientations, cultures, races, geographical regions, physical attributes, socio-economic groups, religions and many other distinctions. You will be challenged to respect and learn from their clients and to adapt their models and therapeutic techniques accordingly. Your clients will be your best teachers and the guidance you receive from staff will serve to help you develop your best practice.

While there is a basic core program of training, interns are encouraged to tailor their training experience to meet their specific needs. If we can provide training in your area of interest or help you to cultivate that interest your individual supervisor will assist you in generating your requests. Interns have some opportunity to customize their training in terms of the types of clients that they work with, the types of community-based services and consultation projects they undertake, and the types of groups they run. For example, it is a possibility to work specifically with an emphasis in group psychotherapy, eating disorders, trauma or obtain experience in providing after-hour crisis coverage during the spring and/or the summer semesters.

Evaluation and feedback are important parts of the training experience. Clinical supervisors, group supervisors and members of the training staff evaluate and provide informal feedback in an ongoing manner across the year, and formally at the end of the fall and spring semesters. This feedback focuses on the development and progress of each trainee, with the focus always being on helping each trainee to identify areas of strength and areas for growth. Interns, in turn, evaluate their clinical supervisors, training director, and the training program.

Interns are expected to fulfill the multiple roles of a university health service psychologist, which includes counseling services (individual, couples and group therapy), diagnostic assessment, crisis intervention, referral, consultation, outreach workshops possibly, providing clinical supervision if applicable, participation in training seminars and professional development activities and participation in administrative functions. Roles and Responsibilities’ are delineated in the Training Manual and Internship contract. Interns are encouraged to present at regional and national conferences, to complete work on their dissertation research and to pursue projects (e.g., writing for publication) for their professional development as psychologists.

Individual Counseling

Interns typically see 18 – 24 individual clients per week. Counseling and Psychiatry operates within a brief psychotherapy model (1-10 sessions) that focuses on one semester at a time. Interns are expected to incorporate a variety of theoretical orientations, such as humanistic, feminist, family systems, interpersonal, psychodynamic and cognitive-behavioral that are evidenced based practice. Interns are expected conduct thorough initial evaluations, develop treatment plans with short- and long-term goals that address the presenting problem, monitor client progress and outcomes, and demonstrate clear concise well-documented notes. All interns will see a range of cases that include work with individuals who require very short term (1-6 sessions) problem-oriented interventions as well as brief psychotherapy (7-10 sessions) involving more complex therapeutic interventions. Interns are encouraged to identify and service three to five individuals on their caseloads whose clinical needs require longer-term care (more than 10 sessions). These longer-term cases must be approved by the individual supervisor and possible review of the utilization review team.

Interns meet weekly with an individual supervisor and a group supervisor to review individuals on their caseloads. Both individual and group supervision provide ongoing monitoring of case conceptualization, treatment planning, and interventions utilized. Individual supervisors, however, are the primary individual counseling caseload supervisors for assigned interns and will co-sign interns' notes. 

Couples Counseling

All trainees are encouraged to provide couples counseling when the opportunity is available. Couples may be obtained through consultation with the couples counseling coordinator. All trainees are invited to work with couples utilizing a co-therapist with senior staff for training purposes. More focused couples counseling training will occur during the training seminar. The clinicians who facilitate the couples training are also available for consultation on specific cases throughout the year. The couples counseling policy will be available to you through the K drive on your desktop computer.

Group Counseling

All interns will co‑lead a minimum of two-three counseling groups per semester. If an intern has further interest in group they may arrange more group experience during the spring and summer semesters. There is an opportunity to potentially specialize in group as an informal track of training. There are opportunities to co-facilitate interpersonal process-oriented, structured skills-based groups and/or support groups. Interns will co‑lead a group with a professional staff member during the first semester. As they gain confidence and competency with group counseling as a treatment modality, they may also co-lead with another intern or practicum student in the spring semester. Supervision of group therapy occurs within the context of a bi-weekly supervision of group psychotherapy and with professional staff who co‑lead groups for a half hour debriefing and co-facilitator group planning supervision. Interns will be assigned to groups for the fall semester; a list of available groups for the spring semester will be made available for interns to request involvement in or create particular offerings.

Clinical Assessment

The first method of clinical assessment utilized by Counseling and Psychiatry is the triage interview. Clients are assessed for severity, appropriateness for services, recommended mode of treatment (individual, couples, group counseling, etc.), and referral options. While we have a full-time triage coordinator and team, our interns may receive triages on their schedule template during the semester.

If the client is being referred for continued services, the triage clinician will determine the severity of the presenting issue and schedule an initial counseling and treatment planning session with the clinician. If there is a need for clarification of diagnosis, an intake appointment will be scheduled for the client. If their needs can be serviced through other campus partners such as health and wellness, Sexual Assault and Interpersonal Violence Prevention, the Career Center, etc. a referral will be made. Trainees receive training on how to do triages and new client appointment assessments. All Interns will perform an initial evaluation using triage information to gather more pertinent information, develop a clear diagnosis, and generate treatment plans to address the presenting problem.

Crisis Intervention

Crisis intervention strategies and techniques are discussed by individual supervisors, in group supervision, and in the intern seminars. Senior staff clinicians are always available for crisis consultation. Crisis intervention service provision may emerge from walk-ins, triage coverage, intakes, on-going psychotherapy, or on an as-needed basis. Interns are asked to make their individual supervisor or other available supervisor aware of a developing or in-process crisis situation before the client leaves CAP.

Interns are expected to develop de-escalation and referral skills as an appropriate extension of assessment and counseling techniques. During orientation, interns become familiar with the supportive resources available on the campus and in the community. A directory of such services is made available, and the procedure for referral is discussed. All intern referrals are monitored by the individual supervisor.

All staff and trainees are provided with wireless panic buttons that signal USC Law Enforcement and Safety that an emergent situation is in process and law enforcement presence is needed.

Community-Based Services

The Counseling and Psychiatry (CAP) offers community-based services (CBS) toward the improvement of mental health in the USC Community primarily through Student Health Service’s Healthy Carolina Initiatives(HCI) Mental Health Initiatives unit.   These services generally occur outside of the traditional counseling center setting and in the USC Community where mental health issues often first arise. Our outreach programming generally focuses on problem solving, support, psycho-education, advocacy, and resource enlistment and utilization toward improving the mental health and wellness of USC students. Our CBS services broadly consist of community consultation & intervention (CCI), suicide prevention services, community support meetings in response to traumatic campus events, and web-based services.

CCI affords mental health consultation to the USC Community (faculty, staff, students, relatives of students) for students of concern. CBS also comprises suicide prevention efforts in coordination with mental health initiatives, which include, but are not limited to: Campus Connect Suicide Prevention Gatekeeper Training and our current web-based service in The Interactive Screening Program (ISP) for suicide prevention, and Therapist Assistant Online (TAO).

Interns are responsible for coordinating with Mental Health Initiatives with permission of their supervisor to work on traditional outreach programming and innovative work done by this SHS department. Each intern is required to present a minimum of three CBS programs throughout the year though they are welcome to engage in other opportunities.

Supervision of Practicum Student

While supervision of a trainee may occur, it is possible that interns may not have this opportunity. Interns may be paired with a trainee to supervise during the second semester of the intern year; typically, this supervisee will be a graduate student trainee from the Counseling Education (Ed.S.) program in USC’s College of Education. Given the number of trainees from this program that we take it may be the case that the ratio of interns to trainees is uneven. If this is the case, an intern may be given the opportunity to engage in group supervision of the trainees. Counselor trainees see approximately 15 to 20 clients each per week. The interns may serve as their secondary clinical supervisors during the spring semester. Intern responsibilities include supervising up to five cases and coordinating with the primary supervisor of that trainee.  Interns attend a Supervision of Supervision meeting bi-weekly to discuss issues related to the provision of clinical supervision. Interns can also receive individual supervision of their supervision during weekly sessions with their primary supervisor. 

Intern Seminars

Training seminars are an integral part of the training program, and consistent attendance and active preparation for and participation in them is required. The format is multimodal didactic, theoretical, experiential and discussion/process oriented in nature. A wide variety of topics are covered that pertain to major areas of knowledge needed to be a competent clinician in Counseling and University settings, though generally overall. Fall seminars are foundational in nature while spring seminars focus more on specialty topics. Diversity is infused in all presentations; however, a weekly one-hour process-oriented diversity seminar will take place with specific focus on issues of diversity. Interns also attend professional development seminar at the end of each semester to assist them in sculpting their professional identities, preparation for post-internship, professional goals, self-care and other topics that support their development as an early career health service psychologist.  This intern seminar is included in the Didactic seminar schedule.

Interns will evaluate each seminar series anonymously by using the seminar evaluation form sent to them by the Training director through Qualtrics. This helps provide the training program with important evaluation and feedback to improve the quality and application of intern seminar topics.

Professional Development and Areas of Concentration

Interns may attend Counseling and Psychiatry staff development programs, as well as workshops and conferences offered by other university departments and community groups. Interns have additional time during the summer term during which they may complete their dissertations, conduct job searches, attend conferences, review tapes of their own clinical work or their supervisor’s clinical work, or conduct research. Interns may also use the summer term to develop an area of concentration, such as couples therapy, international initiatives, crisis intervention, assessment or consultation.

Continuing Education

Interns participate fully in continuing education workshops conducted regularly through Counseling and Psychiatry. Consideration may be given for local, regional or professional conferences. Interns may also participate in relevant University Human resources training upon approval of the Training Director.

Administrative Activities

Staff Meetings
Staff and Lane meetings are held weekly and are intended to provide staff with a forum to share appreciations for one another, disseminate information, discuss new initiatives, problem solve, and discuss other pertinent information. Interns and trainees are a vital part of the CAP team and are encouraged to be active participants in Staff/Lane meeting discussions.

Weekly Peer Supervision/CARE TEAM Meetings
Friday mornings staff members meet for Peer Supervision/CARE TEAM Meetings. All attendees are invited to share specific cases for discussion, review, consultation and input. Clinicians may submit an article related to a case that they present that provides evidence-based practice and integration of the literature to clinical work. Clinicians frequently use this time to consult about difficult and complex cases and explore referral options.

Meeting with the Training Director
The training director meets with the interns once a month throughout the year as a cohort. In addition to focusing on clinical and training issues, this is a time to clarify questions, address problems and discuss ongoing concerns. It provides an important opportunity to keep lines of communication open between interns and the training director. An individual progress meeting will be conducted at the middle and end of each semester to ensure progress toward Goals identified at the beginning of internship are being work towards. Additional meetings with the training director and/or the director may be scheduled at any time on the request of any intern. 

Weekly Intern Meeting
Interns are encouraged to meet as a group at least once a week for lunch or during their Lane meeting time to discuss any issues relevant to their experience as an intern, to get support from one another and generally to have an opportunity to bond as a group. 

Administratively, the internship program is positioned under the direction of the Assistant Director of Training Services (i.e., Training Director) and the Training Team, which is comprised of the Training Director, the Coordinator of Social Work Training, the Coordinator of Counselor Training, and all licensed staff psychologists who serve as internship supervisors.


Sterling Watson, Psy.D.         

Theoretical Orientations: Integrated behavioral therapies with Cognitive Behavioral Therapy (CBT) as the base, Schema Focused Therapy (SFT), Dialectical Behavioral Therapy (DBT), Mindfulness based Cognitive Behavioral Therapy (MBCT) and Interpersonal Process Therapy


Treatment/Research Interests: Diversity and Multicultural issues, African American Psychology, Family, Couples, and Marital Counseling, Spirituality in Psychotherapy, First-generation/First year College Students, Non-traditional, Graduate and Professional Students Experience, Teaching of Psychology

Dr. Mann

Warrenetta C. Mann, Psy.D.

Theoretical Orientation: Cognitive Contextual (Social Learning)
Treatment/Research Interests: Diversity and Multicultural dynamics in therapy, supervision and leadership; ethnic, racial, sexual and gender minority identity development; privilege and oppression in systems; underrepresented student populations; college mental health leadership and systems; character development.


Khris Coolidge, LISW-CP,  LISW-CP Supervisor, CAC II

Theoretical Orientations:

Ecosystems Perspective; Family Systems Theory; Narrative Theory


Treatment/Research Interests:

Couples counseling; the therapeutic use of expressive arts; subjective well-being; phase-of-life challenges; personal growth opportunities; substance use issues; anxiety concerns.


Angela Harrington, Psy.D.


Theoretical Orientations:

Feminist, Psychodynamic, Relational Cultural


Treatment/Research Interests:

Crisis Intervention, Group Therapy, Personality Disorders, Trauma, Training and Supervision


Tobin Lovell, Psy.D.

Theoretical Orientations:

Existential-Humanistic, Person Centered


Treatment/Research Interests:

Group Therapy, Training and Supervision, Community-Based Services and Interventions


Brienne Allen Schaeffer, Ph.D.

Theoretical Orientations: Emotion-focused therapy, ACT, interpersonal therapy, utilization of a multicultural lens with a systems perspective

Treatment/Research Interests: Eating disorders and body image, Relationships and sexuality, Diversity and cultural influences, Mindfulness-based interventions, Mood disorders, Group therapy, Supervision of trainees


Susan Collins, Psy.D.


Theoretical Orientations:

Cognitive Behavioral Therapy, Acceptance and Commitment Therapy, Interpersonal Therapy


Treatment/Research Interests:

Supervision, Group Therapy (DBT Group and Interpersonal Process Group), Trauma, Mood Difficulties, Life Transitions, Relationship Concerns, Identity Concerns


Sarah E. Wright, Psy.D., C.S.T

Theoretical Orientations:

Cyclical Psychodynamic, Interpersonal, Feminist, Integrated


Treatment/Research Interests:

Group Therapy, Sexuality and Sexual Health, Trauma, Couples, Humor and Metaphor in Therapy, Diversity and Assessment.


Anna E. Feliciano, Psy.D.


Theoretical Orientations:

Feminist, Interpersonal Process, Integrated


Treatment/Research Interests:

Group therapy, Process groups, Social anxiety, Self-esteem, Shame, Diversity and multicultural awareness and integration


Nicole Matros, PsyD

Theoretical Orientations: Integrative approach that incorporates interpersonal elements, CBT, and DBT within a sociocultural and feminist framework.

Treatment/Research Interests: Eating disorders, body image, size diversity, and identifying ways to improve outcomes for students with eating disorders in conjunction with our Eating Disorder Consultation Team. Other professional interests include concerns that disproportionately impact women, grief/loss concerns, concerns related to identity development, anxiety, and disability related issues. 


Jennifer Cross, Ed.S, NCC, LPC

Theoretical Orientations: 

Interpersonal process, Person-centered, Family systems, Narrative


Treatment/Research Interests:

The process of self-discovery and self-actualization; relational dynamics (including family of origin); loneliness; persistent depression. 

Philosophy of Supervision 

The philosophy of supervision at the CAP has as its focus the growth and development of each trainee. Over the course of the internship year, each trainee will work with at least three different individual supervisors (one in the fall, the other in the spring and summer). Other opportunities for supervision occur in group supervision, supervision of supervision, supervision of groups, seminars, co-therapy, weekly peer review, Lane meetings, and case consultation. Interns receive a minimum of four hours of supervision per week, at least two of which are individual and two that are group supervision. Evaluation focuses upon the strengths and areas for improvement within the context of minimal competencies and behavioral anchors as outlined in the Standards of Accreditation (SOA) and our specific aims — which are outlined in the Pre-Internship Self-Evaluation and the Doctoral Intern Evaluation Form. 

Individual Supervision 

Individual supervision focuses upon developing interns' clinical skills, professional identity, and self of the therapist. In addition, interns are asked to perform many of the roles of a university counseling center psychologist and are given feedback on their performance throughout the training year. Interns receive a minimum of two hours per week of individual supervision by a licensed psychologist. The supervision focuses most intensely on clinical work with individuals, couples and groups. Interns digitally record all counseling sessions via webcam and are expected to show these recordings in supervision as cases are discussed. Observation of clinical work is essential to high quality supervision. All interns are expected to show video in both individual and group supervision. Live observation through review of digital recordings and supervision of intern clinical work is required and occurs throughout the internship year. Co-therapy and other supervision methods are also used. Caseloads are listed in our electronic medical record (EMR) and must be maintained by the intern and presented to the individual supervisor at the beginning of each individual supervision session. Supervisors keep track of cases on an ongoing basis by way of the EMR. All notes are reviewed and co-signed by the individual supervisor (instructions for sending notes for co-signature will be discussed during Intern orientation).

In addition to clinical work, supervision encompasses a broad range of training activities: work in consultation and community-based services, supervision of trainees, ethics, professional development, and diversity. Interns will change senior staff supervisors at the start of the spring and summer semester, thereby giving them the opportunity to experience three different primary supervisors over the course of the year.

A Supervision Informed Consent Form is provided to the client and intern informing the client that the intern is supervised and the name(s) of the intern’s supervisor(s). This form must be filled out at the beginning of each new client appointment and when supervisor changes occur.  

Group Supervision 

In this meeting, interns meet as a group with the training director or designee and discuss cases, make case presentations, and review digital recordings of clinical work. It is also an environment to explore and develop an awareness of self as it informs interns’ work professionally. Great effort is made to make this a trusting environment so that interns can explore new and creative avenues in their clinical work. Group supervision is also developed to meet the needs of each intern cohort while maintaining the integrity of the purpose of supervision. Group supervision is scheduled each week for a minimum two hours.

Other Supervision Experiences

Interns will also receive one hour weekly of supervision through the peer supervision, one hour of group supervision of group, and one hour of group supervision of supervision biweekly. consultation and journal club review. Interns will meet with the Training Director individually at the beginning, middle and end of each semester for a one-hour progress meeting. The Training director will meet with the cohort for an hour once a month.


Implementing Regulation Z(IR C-27 I Trainees Admissions, Support, and Outcome Data

Financial and Other Benefit Support for
Upcoming Training Year*

Annual Stipend/Salary for
Full-time Interns


Annual Stipend/Salary for
Half-time Interns


Program provides access to medical insurance for intern?



If access to medical insurance is provided:

Trainee contribution to cost required?



Coverage of family member(s) available?



Coverage of legally married partner available?



Coverage of domestic partner available?



Hours of Annual Paid Personal Time Off (PTO and/or Vacation)

15 hours accrued per year

Hours of Annual Paid Sick Leave

15 hours accrued per year

In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?



For details on the university’s benefit plans follow this link for information.

*Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table


 Initial Post-Internship Positions

(Provide an Aggregated Tally for the Preceding 3 Cohorts)



Total # of interns who were in the 3 cohorts


Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree





Community mental health center



Federally qualified health center



Independent primary care facility/clinic



University counseling center



Veterans Affairs medical center



Military health center



Academic health center



Other medical center or hospital



Psychiatric hospital



Academic university/department



Community college or other teaching setting



Independent research institution



Correctional facility



School district/system



Independent practice setting



Not currently employed



Changed to another field









Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time.  For former trainees working in more than one setting, select the setting that represents their primary position.

2019-2020 Current Interns

 Jessica Dean
Degree to be conferred: Psy.D.
Academic Program: The Chicago School of Professional Psychology, Washington DC.

Michael Fenske
Degree to be conferred: Psy.D.
Academic Program: Azusa Pacific University 

Amanda Weaver
Degree to be conferred: Psy.D.
Academic Program:  The Illinois School of Professional Psychology at National Louis University

2018 – 2019

Tom Bachar
Degree to be conferred: Psy.D.
Academic Program: Nova Southeastern (Clinical)

Anthony Lopresti
Degree to be conferred: Psy.D.
Academic Program: Loyola University Maryland (Clinical)

Ali Siewert
Degree to be conferred: Psy.D.
Academic Program: The Chicago School of Professional Psychology (Clinical)


2017 - 2018

Michelle Ferrell, Psy.D.
Academic Program: Regent University (Clinical)
First Position Post internship: Post-Doctoral Fellow
Professional Setting:  Independent practice

Melissa Gattoni, Psy. D.
Academic Program: University of La Verne (Clinical)
First Position Post internship: Took time off

Catherine Mayhew, Psy. D.
Academic Program: Antioch University New England
First Position Post internship: Post-Doctoral Fellow
Professional Setting: College and University Counseling


2016 - 2017

Laura Delustro, Ph.D.
Academic Program: East Tennessee State University
First Position Post Internship: Post-Doctoral Fellow
Professional Setting: Private practice with hospital affiliation

Chance McDermott, Psy.D.
Academic Program: James Madison University
First Position Professional Setting: Staff Psychologist
Post Internship: Private practice

Faye Turley, Psy.D. 
Academic Program: George Washington University 
First Position Post Internship: Staff Psychologist
Professional Setting: Psychiatric hospital

2015 - 2016

Justin Kallaugher, Ph.D.
Academic Program: Texas Women’s University (Counseling)
First Position Post Internship: Staff Psychologist
Professional Setting: Private practice

Nicholas Olendzki, Psy.D.
Academic Program: Baylor University (Clinical)
First Position Post Internship: Post-Doctoral Fellowship
Professional Setting: College and university counseling

April Scott, Ph.D. 
Academic Program: Auburn University (Counseling)
First Position Post Internship: Post-Doctoral Fellowship 
Professional Setting: Private practice

2014 - 2015

Brienne Allen-Schaefer, Ph.D. 
Academic Program: University of Memphis (Counseling)
First Position Post Internship: Staff Psychologist
Professional Setting: College and university counseling

Shari Dade, Ph.D.
Academic Program: University of Minnesota (Counseling)
First Position Post Internship: Post-Doctoral Fellowship
Professional Setting: V.A. Hospital

Erica James, Ph.D. 
Academic Program: University of Georgia (Counseling)
First Position Post Internship: Assistant Professor/Staff Psychologist
Professional Setting: College and university counseling

Lauren Millard, Ph.D.
Academic Program: Colorado State College–Fort Collins (Counseling)
First Position Post Internship: Post-Doctoral Fellowship
Professional Setting: College and university counseling

2013 -2014

Krystal Meares, Ph.D. 
Academic Program: University of Georgia (Counseling)
First Position Post Internship: Post-Doctoral Fellowship
Professional Setting: College and university counseling

Scott Leydig, Psy.D. 
Academic Program: Nova Southeastern University (Clinical)
First Position Post Internship: Staff Psychologist
Professional Setting: Private practice

Thuong Truong (T.T.) Psy.D. 
Academic Program:  Nova Southeastern University (Clinical)
First Position Post Internship: Staff Psychologist
Professional Setting: College and university counseling

Chrissy Walsh, Ph.D. 
Academic Program: University of Rochester, (Clinical)
First Position Post Internship: Research Post Doc Fellowship
Professional Setting: College and university counseling

2012 - 2013

Carlyn Daubs, Ph.D. 
Academic Program:  University of North Texas (Counseling)
First Position Post Internship: Psychologist
Professional Setting: Private practice

Angela Harris, Psy.D.
Academic Program: Wright State University, SOPP (Clinical)
First Position Post Internship: Staff Psychologist
Professional Setting: College and university counseling

Laura Oyer, Ph.D. 
Academic Program:  University of Southern Colorado (Counseling)
First Position Post Internship: Post Doc Fellowship
Professional Setting: College and university counseling

Suzanna Holden, Psy.D.  
Academic Program: University of La Verne (Clinical)
First Position Post Internship: Post Doc Fellowship
Professional Setting: College and university counseling

Call 803-777-5223 with any questions.

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