APA Accredited Doctoral Internship in Health Service Psychology

The Setting

Rutgers University Counseling, ADAP & Psychiatric Services (CAPS) is a department within Rutgers Student Health, a component of Student Affairs. CAPS services are offered at two locations. The College Avenue office at 17 Senior Street is the primary location. A second smaller office is located at 61 Nichol Avenue on the Cook/Douglass Campus. All psychology interns, practicum students and social work interns are assigned to the College Avenue Office. As part of Rutgers Student Health, CAPS has close, collaborative relationships with the departments within Medical Services. CAPS also enjoys valuable partnerships with resources such as Rutgers University Behavioral Health Care which offers Acute Psychiatric Services (APS; a 24-hour psychiatric screening facility), an Adult Inpatient Unit (AIPU) for students in need of hospitalization and Early Intervention and Support Services (EISS). In addition to counseling services, CAPS provides psychiatric and alcohol and other drug services CAPS is available to approximately 32,000 undergraduate and approximately 8,500 graduate students in the New Brunswick/Piscataway area. The client population is extremely diverse in terms of ethnicity, race, sexual orientation and socio-economic status. In fact, Rutgers has one of the most diverse student bodies in the country including a significant number of international, Asian-American, Hispanic-American and African-American students. More than half of the 2015 incoming class identified as non-Caucasian. The range of presenting problems is equally diverse, giving interns experience with a wide range of diagnostic issues. The creative application of structured, evidence-based interventions in the context of sound theoretical formulation is critical. Supervision guides the intern in becoming gradually more independent.
In addition to traditional counseling services, CAPS provides significant community-based educational, prevention and postvention services. Interns are involved in assessing the needs of our campus community partners and in designing, developing and delivering effective community based programs. In conjunction with the Health Outreach, Promotion and Education (HOPE) program, interns participate in a variety of suicide prevention and other wellness focused efforts.
The CAPS internship provides extensive training in a challenging, supportive and intellectually stimulating environment. While clearly in the role of “trainee,” interns are seen as advanced learners who function as integral members of the CAPS team carrying many responsibilities (with appropriate supervision and support). The goal of the program is to prepare interns to function confidently and competently as independent professionals as part of a university counseling center or any of a wide range of professional settings.

 

 

The Staff

There are approximately fourteen doctoral level psychologists on staff, six licensed clinical social workers, five psychiatrists and four drug and alcohol counselors. Please refer to the Meet the Staff page for a list of current (as of August 2016) staff members for a description of clinical training and interest areas. In addition to doctoral interns, CAPS trains psychology practicum students, and social work interns. CAPS interns benefit from working as part of a truly integrated and multidisciplinary team and learn from practitioners with a wide variety of experiences.

 

The Mission

The Center’s primary mission is to support students with a broad range of mental health and substance use concerns and to promote the health and wellness of our diverse student body and the university community.

CAPS supports the educational mission of the University by providing advanced training for aspiring mental health practitioners, and by establishing partnerships with faculty, Deans, student organizations and off-campus resources. In partnership with the graduate programs in the mental health related disciplines (Graduate School of Applied and Professional Psychology, Social Work, School of Education etc.). CAPS supports research and training in best practices of prevention, intervention and follow-up support for students.

 

 

Clinical Services

CAPS provides professional counseling services, a variety of community based education and prevention efforts and consultation to our campus partners (including 24/7 telephone support for our campus partners assisting students in distress). We support students dealing with a broad spectrum of personal, social, and emotional concerns as well as more severe pathologies and personality disorders. Offering individual, couples and group counseling, crisis intervention, triage/intake assessment and referral, CAPS collaborates with students to develop individualized action plans and is regularly called upon to provide a variety of educational and consultative activities throughout the University. Trainees are involved in all of these activities as well as a growing amount of psychological assessment/testing. All interns participate in our on-call service, gaining experience in rapid assessment and referral with students in crisis. CAPS staff practice from a variety of perspectives including Motivational Interviewing (MI), Cognitive Behavior Therapy (CBT), Dialectical Behavior Therapy (DBT), Cognitive Processing Therapy (CPT), Acceptance and Commitment Therapy (ACT) and others with a common thread of evidence-based practices. CAPS is dedicated to maximizing our resources by offering the most appropriate level of high quality service possible to the greatest number of students. CAPS does not have a prescribed session limit and, like any other critical resource, has a responsibility to maximize the benefits to our students by developing efficient models of care.

CAPS is open from 8:30am to 5:00pm Monday through Friday. We also offer limited evening hours for services provided by practicum students several evenings per week until 8:00pm. Special arrangements with the Director of Training are required to see clients during evening hours.

 

 

Doctoral Internship Training Program Overview

Counseling, ADAP & Psychiatric Services (CAPS) at Rutgers offers a fully APA-accredited doctoral internship training program in health services psychology to qualified graduate students in clinical and counseling psychology. The purpose of the internship program is to train practitioners who are interested in developing the competence and confidence for work as psychologists in a comprehensive university counseling service and a wide variety of clinical and professional settings. The training experience includes the supervised practice of a broad range of professional skills, including rapid and extended assessment, individual and group counseling, community consultation, crisis management, postvention and program development. The internship also allows for the development and implementation of preventative programs and interventions for issues or populations of the intern’s own choosing. Interns develop supervision skills by supervising practicum students (under close supervision).

The internship program At Rutgers CAPS has been developed in accordance with the standards of both APPIC and APA, and has been fully accredited since March, 2012. The multi-disciplinary staff is involved in all aspects of the training experience and views the interactions with trainees as an integral part of keeping CAPS a vibrant place of learning and growing.

 

 

Training Model and Philosophy

Rutgers CAPS emphasizes teaching the interns how to apply the knowledge acquired through their classes, seminars, research and readings to clinical work.  Didactic seminars and readings are provided to increase the interns’ knowledge base about both clinical work and the client population they work with.  The didactic seminars are structured to both mirror and facilitate the interns’ developmental process.  Thus, the center’s model of training emphasizes the importance of teaching interns how to integrate theory and scientific knowledge into practice while attending to the intern’s developmental needs.  The training model also places high importance on teaching interns about professionalism and being part of a collaborative clinical team in addition to learning basic clinical skills.  The program also takes a developmental perspective and individualized approach to assessing each intern’s initial skill level and throughout the course of the year, builds upon and expands that skill level.  This is accomplished by incorporating the following into the training program:

  • Didactic seminars to enhance the intern’s knowledge of the current literature and theoretical perspectives so they can integrate these into clinical practice.
  • Guided self-observation of direct clinical experience.
  • Opportunities to share clinical work, discuss experiences, and teach others in both formal and informal formats (e.g. supervision sessions, participation as members of multi-disciplinary teams and working groups).
  • Opportunities to learn through direct observation or listening to staff discussions of clinical work.

Training at CAPS is designed to proceed in a sequential fashion challenging interns to gradually assume increasing levels of autonomy. For example, assessment skills (e.g. intake sessions, on-call rapid/crisis assessment) are learned by observing senior staff members, performing under observation, and ultimately working independently with supervisory consultation. Video recording of sessions is a critical part of the supervisory process.

CAPS training staff believe that intern training needs to extend beyond clinical work and incorporate other basic professional skills of team collaboration and developing administrative skills.   Interns are active participants in staff meetings and meetings with other offices within the Division of Student Affairs (e.g.  Residence Life, Deans of Students, Student Services). This allows interns to experience the full range of counseling center operations and to develop an appreciation for the importance and value of working with the campus community.   The training program at CAPS also focuses on the development of a strong ethical sensibility in interns.  Ethical issues and dilemmas are addressed in seminars as well as within staff meetings and case conferences and, of course, in supervision.

While every attempt is made to individualize the intern training experience to the particular background and training experiences of the intern, it is expected that interns will participate in all aspects of the work at CAPS, with varying emphasis to be worked out with center staff.  Some of the more important components of the intern training experience, in brief, are as follows:

  • Proactively maintain a schedule of 10-15 individual therapy hours per week (depending on other clinical responsibilities)
  • Run or co-facilitate 1-2 therapy groups per semester
  • Complete triage/intake assessments on all newly assigned clients in a timely manner
  • Actively participate in community-based activities such as presentations to students in residence halls or other settings during the evening, and, depending on interest areas, developing an outreach project or taking a significant role in a senior staff member’s project
  • Work one half-day per week in the on-call/crisis service
  • Receive two hours of individual supervision per week
  • Participate in the following training meetings:
    • Weekly Group/peer supervision of all interns
    • Periodic Professional Development Seminar (in-service training with all CAPS staff)
    • Weekly Group Psychotherapy Supervision/Training meeting
    • Weekly Clinical Topics Seminar
    • Weekly ADAP supervision/training meeting
  • Participate in the weekly Administrative Staff Meeting
  • Participate in weekly Multi-Disciplinary Case Consultation Meetings
  • Completion of all paperwork (intake summary, session progress notes, and termination summary) in a timely manner
  • Maintain and adhere to the highest of ethical standards as put forth by the APA and ACA and adhere to New Jersey Board of Psychological Examiners regulations for the practice of psychology under supervision
  • Other clinical or community based activities as assigned

Doctoral Intern Training Responsibilities: General Expectations

  1. Interns are expected to be onsite for the full workday (8:30 a.m. – 5:00 p.m.) at a minimum throughout the year. There will be times when additional hours are required to fulfill responsibilities (e.g., documentation for provided services must be completed before leaving for the day). This means arriving on time for scheduled meetings and appointments. Any changes to the set schedule must be approved by the Director of Training and the individual supervisor.  In the event of a necessary absence (illness, emergencies), the front desk and supervisor should be contacted as soon as possible.  A message may be left on the answering machine after hours and the Director of Training should be informed of all unplanned absences.
  1. Interns are expected to demonstrate and maintain professional demeanor and to work cooperatively, collaboratively and collegially with staff members including clinical and administrative staff as well as other trainees. CAPS staff members share a high level of mutual respect and strive to actively model professionalism in all aspects of our work. CAPS interns recognize that psychologist and non-psychologist clinical staff members each bring a wealth of knowledge and experience from which they can learn.
  1. Interns are expected to work in a conscientious, thoughtful and respectful manner in their clinical, community based, case management, and administrative work at the center.
  1. Interns are expected to adhere to all the policies and procedures of Counseling, ADAP and Psychiatric Services and maintain the ethical standards put forth by the APA (see Ethical Principles of Psychologists and Code of Conduct, 2002; a copy is included in your materials).
  1. Interns are expected to demonstrate initiative in managing their caseloads (in consultation with their individual supervisor and the Director of Training) in a timely fashion. Rather than focus on a caseload limit or target number of cases, the focus should be on maintaining the required number of clinical hours.
  1. Interns are expected to come to supervision prepared to discuss their individual cases (including video recordings) as well as other clinical and community based activities they might be involved in at the center. Supervision is an extremely important aspect of internship training and should be approached in a proactive fashion to improve and/or refine clinical skills.
  1. Interns are expected to complete all paperwork (intern contract, intakes, progress notes, termination summaries, computer updates etc.) in a timely fashion consistent with CAPS policy.
  1. Interns are expected to participate actively in the training/supervision meetings held throughout the week (group supervision, didactic seminars, etc.).
  1. Interns make themselves available for community-based services and presentations when requested by Residence Life staff or other university partners. This will usually involve roughly three to four evening presentations per semester. This responsibility will be shared by all students in training (interns, practicum students, and post-docs). Interns also develop a “signature outreach project” during the year.
  1. Interns are expected to keep all appointments up to date on the database management system (Medicat). Appointments (therapy, supervision, community activities, etc.) should be in place at least 1-2 weeks in advance.  This is extremely important for many reasons but, particularly important, so that front desk staff are aware of which staff are in the building and when.

If you have any questions or concerns about any aspect of your training experience, do not hesitate to ask the Director of Training, the Assistant Director of Training, your supervisor, the Director, or any member of staff.

Goals and Objectives of the Doctoral Internship Training Program

Goal 1.0.0: THE CONSOLIDATION OF PROFESSIONAL CLINICAL SKILLS IN PSYCHOLOGY

Objective 1.1.0:  Assessment Interventions: The intern will function competently in a full array of clinical assessment roles/utilize various methods of clinical evaluation and assessment at CAPS effectively.

Competency 1.1.1:  The intern will demonstrate initial telephone/triage consultation and assessment skills.
Competency 1.1.2:  The intern will demonstrate initial intake interviewing and assessment skills.
Competency 1.1.3:  The intern will demonstrate on-call and crisis intervention assessment skills.
Objective 1.2.0: Clinical Interventions:  The intern will demonstrate the requisite knowledge and skills in clinical interventions for entry into the practice of professional psychology.
Competency 1.2.1: The intern will demonstrate knowledge and skills in clinical interventions.
Competency 1.2.2:  The intern will demonstrate knowledge and skill in providing group treatment skills.
Competency 1.2.3: The intern will demonstrate clinical skills and competencies to provide initial assessment and clinical services to students with substance abuse disorders.
Objective 1.3.0 Outreach and Consultation: The intern will provide consistent and competent clinical consultation, as well as engaging and informative outreach presentations, to a wide range of audiences in a college environment.
Competency 1.3.1: The intern will understand the theoretical and practical framework for outreach and consultation in a college environment.
Competency 1.3.2:  The intern will provide consultation and/or outreach services to multiple audiences in a college environment.
Objective 1.4.0:  Supervisory Skills: The intern will provide competent, culturally sensitive and collaborative clinical supervision of trainees in the field of psychology.
Competency 1.4.1: The intern will demonstrate knowledge and skills in providing clinical supervision.

GOAL 2.0.0: THE INTEGRATION OF A PROFESSIONAL IDENTITY AS A PSYCHOLOGIST

Objective 2.1.0 Integration of Theory and Research: The intern will have a thorough understanding of the theory and research of psychological thinking that informs their clinical practice and allows them to provide clinical services of the highest quality.
Competency 2.1.1: The intern will demonstrate knowledge and understanding of the theoretical basis that informs clinical perspective.
Competency 2.1.2: The intern will demonstrate knowledge and understanding of the historical and current research that informs the clinical practice of psychology.
Competency 2.1.3: The intern will demonstrate the capacity to integrate knowledge of theories and research into their practice.
Objective 2.2.0   Professionalism: The intern will develop an integrated professional identity that supports their Objectives of independent functioning as licensed psychologists.
Competency 2.2.1: The intern will demonstrate a professional identity as an emerging psychologist.
Competency 2.2.2: The intern will incorporate accepted standards of professional psychological practice into their clinical documentation and file management responsibilities.
Competency 2.2.3: The intern will embrace an ongoing commitment to continued learning in both didactic and supervisory venues.
Competency 2.2.4: The intern will be knowledgeable of, and insightful to the implications of, the ethical and legal standards that apply to the field and practice of psychology.
Objective 2.3.0:  Cultural Diversity:  The interns will develop a professional identity that incorporates an awareness of self and an understanding of and respect for diversity.
Competency 2.3.1: The intern will demonstrate the knowledge, sensitivity and clinical skills needed to work with diverse populations.
Objective 2.4.0:  Multi-Disciplinary Collaboration: The intern will demonstrate ability to work effectively in a multi-disciplinary clinical setting.
Competency 2.4.1: The intern will demonstrate a multi-disciplinary collaborative approach in the delivery of clinical services.

 

Components of the Internship

The internship training program at Rutgers CAPS is highly experiential.  Approximately half of the intern’s hours are spent in direct service: individual therapy, group therapy, triage, intake, crisis intervention.  Interns also participate in staff meetings and case conferences to permit them opportunities to work collaboratively with a multidisciplinary staff, to seek feedback on their work and to become actively involved in the process of policy decision making.  Interns witness staff members’ work as they observe intakes, co-lead or observe group therapy, and attend case conferences. Mentorship is an important part of the intern’s experience.  The wide variety of supervisory experiences allows interns to have individual contact with a number of staff members, providing a variety of mentors and role models.

Specific components of the program are as follows:

 

1. Intake Assessment.

 Interns provide regularly scheduled intake evaluations (new appointments) each week. Intakes form the basis for establishing rapport, clarification/assessment of client needs and goals, behavioral observation, diagnostic assessment, and treatment planning. The number of intakes will vary from week-to-week in order to assist interns in building an initial caseload and to maintain a reasonable number of cases for training purposes.

2. Individual and Couples Psychotherapy

Psychotherapy is primarily individual although the intern may have the opportunity to gain some exposure to couples therapy depending on availability of such cases. The Center’s orientation is toward brief, evidence-based therapy and training will be provided in a variety of approaches. Rutgers CAPS does not employ a session limit, as staff members make an individualized assessment of the client’s needs.  Interns are typically expected to conduct 12-15 individual sessions per week, although the number may be higher in times of peak demand and lower during breaks and summer sessions. One of the valuable skills interns develop is managing clinical volume expectations (in consultation with the Director of Training and individual supervisor) keeping in mind clinical hour requirements for the year and the natural ebb and flow of service volume in a university counseling center.

 

3. Group Work

A central component of the clinical service, the group program is vibrant and ever evolving. With a strong emphasis on evidence-based practices, therapy groups, interpersonal groups, specific population-oriented support groups, and skill building groups offer students a myriad of opportunities to grow through challenges. Interns are encouraged to develop groups in their own areas of interest with the guidance of the professional staff.

4. Assessment

In addition to conducting intakes, interns will get extensive training and supervision in clinical triage where they will hone their skills at rapid assessment, diagnosis, case conceptualization and treatment planning.   Interns will also learn how to provide ongoing outcome assessments using standardized measures (e.g., the OQ45 symptom checklist and others).  Interns will also conduct mandated assessments of clients with substance abuse issues. All interns will conduct Psychological assessments using standardized instruments (e.g. Personality Assessment Inventory). The extent of psychological testing will depend, in part, on the intern’s interests and available opportunities, but all interns will have some exposure to this aspect of the service.

5. Community-Based Services and Consulation

Interns are involved with the Center’s community-based services and consultation services. The opportunity to educate and support students, faculty and staff around myriad student issues is a critical learning experience and develops widely applicable skills. Our campus partners recognize CAPS staff as important members of the university community offering valuable expertise and proactive collaboration. Community-based services include activities such as training residence hall assistants, participating in student and parent orientation programs and focused presentations and workshops within the university community.  Interns will conduct several outreach programs per year.  Consultation involves work with student groups, liaisons with campus offices, and case-based assistance to students, staff, faculty, and parents.

6. On-Call Crisis Intervention and Consultation

Interns are involved in on-call services for a half-day per week. Daytime on-call services include seeing walk-in clients requiring immediate clinical attention and responding to phone calls from students or “concerned others” about urgent clinical matters.  Interns begin the year working in conjunction with the on-call team providing triage, conducting evaluations, crisis intervention, and consultations.  As interns develop competence in these areas they progress to a more independent role in providing daytime on-call services with supervisory consultation always available (each on-call case is reviewed by the supervisor). Rutgers CAPS staff provide for after-hours coverage for on-call and postvention on a rotating basis.  Interns will participate in the rotation of this coverage at the discretion of the Director of Training and with supervisory support provided by senior staff clinicians.

7. Case Management

Interns are expected to conduct case management activities relevant to the clients with whom they are working. This includes writing comprehensive intakes, progress notes, termination summaries, and necessary correspondence. Interns also make necessary referrals to and contacts with faculty, administrators, treatment professionals, and parents as appropriate, and work with their supervisors to conduct case management in an ethical and legal manner. They are responsible along with their supervisors for making sure that relevant documents are counter-signed.

8. Group Supervision

The focus of group supervision will be applying psychological theories to cases and considering the treatment implications of specific diagnoses. The emphasis is on evidence-based approaches. Interns participate actively in group supervision by exchanging feedback with supervisor(s) and other trainees in a constructive, supportive way.  Discussion of these cases is facilitated by the group supervisor who models consultative feedback to the presenting intern.  Interns make formal and informal case presentations throughout the training year. Interns and supervisors use video recordings of sessions to illustrate important points or to seek input and guidance on challenging clinical situations. A format for case presentation will be provided early in the training year.

9. Multidisciplinary Case Conference/Peer Supervision

Interns participate in peer supervision with each other and with the multi-disciplinary staff at Rutgers CAPS during the weekly case consultation. Small peer consultation groups are formed at the beginning of each semester and are rotated to provide for exposure to as many staff members as possible. Once a month, the full clinical staff will meet for “Mini Grand Rounds” when a more formal, collaborative presentation will be prepared by interns and staff.

10. Individual Supervision

Each intern will have two individual supervisors with whom they will meet once a week for one hour for individual supervision.

11. Supervision Training

Interns will have the opportunity to provide individual supervision to at least one trainee in the practicum program.  Supervision of practicum trainees will be provided in dyad format and focus on a small number of cases using audio recordings of sessions.  A series of seminars addressing the content and process of supervision will be provided in conjunction with this experience.  Participation in a supervision of supervision seminar will be required.

12. Practice Requiring Knowledge of and Sensitivity to Diversity Issues

Given the increasingly diverse composition of the student population at Rutgers (one of the nation’s MOST diverse campuses), an inclusive perspective is a critical component of clinical competence. Knowledge of and sensitivity to diversity issues are essential in all areas of clinical practice and are included in the didactic training seminar. There, the range of cultural theories and specific group issues will be addressed by seminar leaders and invited guests. Diversity issues are also attended to in individual supervision and group supervision.

Intern Stipend, Benefits and Release Time

The yearly stipend for the full-time internship is $25,000, with health benefits. The stipend will be spread out over the year, and paid as an hourly employee. Should circumstances cause the intern to not be able to finish the program; the stipend will be pro-rated to the amount of time that has been completed. The compensation package includes 15 days of paid time off, plus all of the designated University holidays for staff.

 

Evaluation

As noted above, feedback regarding trainee progress and performance is an ongoing process frequently discussed in individual supervision and with the Associate Director and Director for Clinical Training.  Individual “primary” supervisors as well as component specific supervisors will complete the formal evaluations for their respective supervisees periodically throughout the internship.  CAPS has developed standard, behaviorally anchored intern evaluation forms directly tied to the goals of the internship that are used for this purpose (See Intern Evaluation Forms – Appendix D).  If the intern’s academic program has specific requirements for evaluation, they should be informed that the training program has carefully developed evaluation forms based on APA standards that will be shared with the interns’ academic program.

In addition, interns have the opportunity to evaluate both their supervision experience at CAPS and the overall internship training program.  The supervisor evaluation is completed twice per year, at the end of the first semester and at the completion of the internship (See Appendix F).  The evaluation of the internship training program is also completed twice, at the end of the first semester and again at the end of the internship.  This evaluation was designed to provide the center with feedback about the various components of the training program and to make refinements and improvements where applicable (See Appendix E).

In the rare event that it is determined that a particular intern is not making adequate progress, or her/his performance is not in adherence to the standards set forth in the “Intern Responsibilities” form, the intern will receive both verbal and written feedback on the nature of the problem(s) with recommendations on how to improve the deficiencies[1].  Supervisory support will guide the intern to remedy the situation and performance will be re-evaluated approximately one month later.  If improvement has not been made at that time, further steps will be taken as appropriate (see Impaired Trainee Policy, Appendix B).

The entire staff at CAPS is committed to providing the best possible training experience within our means.  We encourage each intern to take advantage of as many of the available opportunities as possible. While the Associate Director for Clinical Training and your individual supervisors are primarily responsible for overseeing your work while at the center, please feel free to consult with any of the senior staff about any concerns or questions you may have about your internship experience.

 

Internship Hours

Interns’ standard schedules during the internship year will be 8:30am to 5:00pm, Monday through Friday.  Interns are required to complete a minimum of 500 hours of direct clinical service.

Eligibility and Selection Criteria

Applicants for the Rutgers CAPS doctoral internship training program must meet the following minimum requirements:

  • Be enrolled in an APA accredited doctoral programs in Counseling or Clinical Psychology that requires internship training.
  • Pass their comprehensive examinations by the application deadline.
  • Successfully defend their dissertation proposals by the application deadline.
  • Be completed with all doctoral coursework no later than the beginning of the internship.
  • Be certified as ready for internship by their doctoral programs.
  • Have completed a minimum of 500 hours of supervised clinical practicum.
  • All CAPS staff members and trainees are expected to respect the right of colleagues and clients to affirm a gay, lesbian, bisexual orientation and/or transgender identity.

In addition to the requirements outlined above, preferences will be given to applicants who:

  • Have shown a serious interest in learning to apply evidence-based interventions.
  • Demonstrate a strong and genuine commitment to the study and application of multicultural counseling principles as evidenced by a variety of activities such as coursework, practica, community or professional experiences, research, presentations or publications, other life experiences etc.
  • Demonstrate a strong and genuine commitment to working in a multi-disciplinary setting with a variety of mental health professionals (psychologists, psychiatrists, social workers, drug and alcohol counselors, clinical case managers) as evidenced through prior experience or being able to articulate the value of working from a multi-disciplinary perspective during the interview.
  • Demonstrate interest and experience in university counseling center work through practicum, volunteer work, employment or other such activities.
  • Rutgers is one of the most richly diverse universities in the United States. We value diversity on the CAPS staff and encourage members of minority groups to apply.

Non-Disclosure Policy

Training staff at Rutgers CAPS value the power and complexity of the therapeutic relationship. Interns are encouraged to develop an awareness of their own beliefs, assumptions and reactions as relevant to their ability to provide effective care. Such exploration and disclosure is not intended to serve as psychotherapy for the trainee, but to enhance self-awareness and professional development as related to the trainee’s clinical practice during the internship. Supervisors and other training staff are expected to explore relevant information in a respectful, non-coercive manner, within the context of a safe and supportive professional relationship.  Also in accordance with APA ethics code, section 7.5, it is important for trainees to be aware that the due process procedures for our training programs indicate that the staff may require trainees to obtain psychotherapy in those cases in which a trainee’s behavior is deemed to be consistently problematic.

It is the policy of Rutgers, The State University of New Jersey, to make the benefits and services of its educational programs available to students, and to provide equal employment opportunity to all employees and applicants for employment, regardless of race, religion, color, national origin, ancestry, age, sex, sexual orientation, gender identity and expression, disability, atypical hereditary cellular or blood trait, marital status, civil union status, domestic partnership status, veteran status, and any other category protected by law. The Rutgers University Policy Prohibiting Discrimination and Harassment can be viewed at http://policies.rutgers.edu/PDF/Section60/60.1.12-current.pdf. Questions concerning student rights violations should be addressed to Donald C. Heilman, Associate Dean of Students: Compliance and Assessment, Office of Student Affairs (732-932-7109 or dheilman@echo.rutgers.edu). Questions concerning harassment or employment discrimination should be directed to Jayne Munkacsi Grandes, Director, Office of Employment Equity (732-932-3020, ext. 4030, or grandes@rutgers.edu). For the complete text, see the office website at http://uhr.rutgers.edu/equity.

The RSH-CAPS doctoral internship in Professional Psychology is fully accredited by the American Psychological Association, 750 First St., NE, Washington, D.C., 20002-4242 (202) 336-5979.