APA Doctoral Internship

California State University, Monterey Bay (CSUMB) is a four-year public university located one mile from the shores of the Monterey Bay in Seaside, California. Combined undergraduate and graduate enrollment is nearly 8,000 students. CSUMB prides itself on making higher education accessible to traditionally underserved and low-income populations. The success of the universities mission is demonstrated in the fact that many students are first-generation college students (50%), classified as under-represented minorities (50%), come from low income earning families (30%) and nearly 75% of all undergraduate students receive some form of financial aid. CSUMB also has an ethnically diverse population. Among students, 3% self-identify as Black, 10% as Asian or Pacific Islander, 46% as Latino, 4% as other minority, 8% as multiracial, and 29% as White.

As the only university in the California State University system with a service-learning graduation requirement, CSUMB has earned national recognition for its work in helping students examine issues of justice, diversity, and social responsibility through service-learning. CSUMB is recognized as a Hispanic Serving Institution by the Hispanic Association of Colleges and Universities, committed to cultural and linguistic inclusivity and offering an educational experience that values and integrates cultural capital into the learning environment.

The CSUMB Psychology Internship resides within the Personal Growth and Counseling Center (PGCC), which is located centrally on campus and operates as part of the Division of Student Affairs. The CSUMB Psychology Internship provides crisis, individual, and group counseling for personal, interpersonal, developmental, vocational, and academic issues as well as offers a breadth of outreach and educational programs. The CSUMB Psychology Internship works collaboratively with other partners on campus to support student wellness, increase utilization and accessibility of services, and offer preventative interventions. Also, the CSUMB Psychology Internship provides consultation services to students, faculty and staff; classroom teaching; and training for graduate students in social work and psychology. The CSUMB Psychology Internship maintains close ties with the Health Center, Student Disability and Accessibility Center (SDAC), Health Promotion and Education, Campus Chaplains, and Campus Sexual Assault Advocate.

We value appreciation for all differences among people including those of national origin, race, gender, gender expression, sexual orientation, ethnicity, functional ability, socio-economic status, age, and religious/spiritual affiliation. Woven into the program is the belief that every competent practitioner in the field should be guided by appreciation for individual differences within a diverse society, and an openness to lifelong learning. We believe that valuing cultural diversity from a global perspective maximizes human growth and development, and enhances the quality of life on our campus, in our community, and throughout our world.

Date Program Tables were Updated: 2/10/25

Program Disclosures

Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values? No.

If yes, provide website link (or content from brochure) where this specific information is presented: N/A

Internship Program Admissions

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

CSUMB Psychology Internship is currently accepting applications for three full-time, one-year positions in our 2025-2026 doctoral internship class. The dates of the internship year are from August 1st, 2025 to July 31st, 2026. We participate in the APPIC match and use the APPIC Application for Psychology Internship (AAPI Online). (APPIC Program Code Number: 244211).

The aim of the California State University Monterey Bay Psychology Internship Program is to train doctoral-level psychology graduate students to practice professional psychology in a University Counseling Center setting while supporting the vision and mission of the Personal Growth and Counseling Center. An emphasis is placed on providing high-quality, culturally competent, and ethical services to enhance wellness, promote growth, and support student success.

Strong candidates for an internship at CSUMB would include previous experience with or interest in the following: working in a university/college counseling center setting; providing short-term individual therapy, group therapy, outreach and consultation; providing crisis intervention and management; and working with diverse clients. Particular interest in and commitment to multiculturalism/diversity is also desired. Strong interpersonal skills and the ability to work collaboratively within a multidisciplinary team is an important value within our setting.

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

Describe any other required minimum criteria used to screen applicants:

CSUMB Psychology Internship considers applicants that are currently enrolled in any APA- or CPA-accredited doctoral program in counseling or clinical psychology that requires internship training. Applicants are required to have completed all required coursework and supervised practicum prior to the starting date of internship. CSUMB Psychology Internship requires that applicants have successfully completed their comprehensive examinations prior to the ranking deadline for the APPIC Match, and are certified as ready for internship by their doctoral program.

Financial and Other Benefit Support for Upcoming Training Year

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

Other Benefits (please describe):

Dental, Vision, HCRA/DCRA, Pretax Parking Deduction, CalPERS Retirement, Nonindustrial Disability Insurance, Life Insurance & AD&D Insurance (basic amounts with option to get more), Additional Paid Leaves like Jury duty, Bereavement, & Parental leaves, Unpaid leaves including FML

Optional benefits include: Fee waiver program, critical illness insurance, accident insurance, home & auto insurance, legal plan/representation, Pet Insurance and more

*Medical and dental benefits are activated after approximately one month after the internship start date.

*Please note that while CSUMB offers 24 vacation days a year, interns may not be able to meet their 2000-hour requirement if they were to take all 24 vacation days.

Interns will also have the option to apply for affordable employee housing adjacent to campus. Options are comprised of two- and three-bedroom apartments, attached bungalows, and townhomes in a rural cul-de-sac setting. Each neighborhood features plenty of open space, with accessible playgrounds located nearby. Ground floor homes have private, enclosed backyard patios, while second level homes feature spacious balconies offering relaxing views of the coastal hills. All homes have an attached, single car garage. Each unit is provided with washer and dryer hookups and cable and high-speed internet at no additional cost. These homes are also pet friendly.

Initial Post-Internship Positions

*Note: 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.

The CSUMB Psychology Internship Program will be accepting three interns for the 2027-2028 internship year. We encourage students from diverse racial/ethnic backgrounds, gender, and sexual orientations to apply. Applications will be due by November 8th, 2026. Applicants will be notified by December 15th, 2026, regarding their interview status. Individual interviews will take place in mid to late January 2027 via Zoom. Interviews will last approximately 50-60 minutes and will include time for applicants to ask questions. All applicants will be interviewed via Zoom by our Training Director and members of our Selection Committee. After a final discussion of candidates, the Selection Committee will submit our rank list to NMS.

The Training Program participates in the APPIC match and uses the APPIC Application for Psychology Internship (AAPI Online). To access the AAPI, please visit this link. The website provides instructions on how to complete and submit the APPI online application. To request an applicant agreement form and materials describing the APPIC Internship Matching Program, please contact the National Matching Service (NMS) at this link.

Our information for NMS is as follows: California State University Monterey Bay

 *APPIC Match Number for NMS: 244211

A complete application consists of the following materials: 

• A completed On‐line AAPI (APPIC’s standard application).
• Cover letter (part of on‐line AAPI).
• A current Curriculum Vitae (as part of the on‐line AAPI).
• Three letters of recommendation, two of which must be from persons who have directly supervised your clinical work (as part of the on‐line AAPI). Please submit no more than three letters.
• Official transcripts of all graduate coursework.

Minimum and Preferred Applicant Qualifications

Applicants for our doctoral internship must meet the following minimum requirements:

• Enrollment in a Clinical or Counseling doctoral program that is APA or CPA accredited
• Completion of all required coursework and academic requirements prior to commencement of internship, including comprehensive exams
• Completion of all required coursework and academic requirements prior to commencement of internship, including comprehensive exams
• Certified as ready for internship by their doctoral program

In addition to the minimum requirements outlined above, the Intern Selection Committee takes into consideration preferred qualifications for applicants. These qualifications include:

• Completion of 450 AAPI Intervention hours by the application date, at least 100 of which are with adults
• Interest in and experience working in a university/college counseling center setting
• Interest in and experience providing individual short-term therapy, group therapy, outreach and consultation
• Interest in and experience providing crisis intervention and management
• Strong interest in and commitment to multiculturalism/diversity as well as experience in working with diverse clients
• Strong interpersonal skills and ability to work collaboratively

Applicants are encouraged to contact the Training Director via e-mail with questions regarding the application or interview process: amymiller@csumb.edu.

In considering prospective applicants for our internship program, CSUMB adheres to the CSU system-wide and campus-specific policies pertaining to discrimination and harassment in the selection and hiring process.

Equal Opportunity and Excellence in Education and Employment

All university programs and activities are open and available to all regardless of race, sex, color, ethnicity or national origin. Consistent with California law and federal civil rights laws, the Cal State Monterey Bay provides equal opportunity in education and employment without unlawful discrimination or preferential treatment based on race, sex, color, ethnicity, or national origin. Our commitment to equal opportunity means ensuring that every student and employee has access to the resources and support they need to thrive and succeed in a university environment and in their communities. The Cal State Monterey Bay complies with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, the California Equity in Higher Education Act, California’s Proposition 209 (Art. I, Section 31 of the California Constitution), other applicable state and federal anti-discrimination laws, and CSU’s Nondiscrimination Policy. We prohibit discriminatory preferential treatment, segregation based on race or any other protected status, and all forms of discrimination, harassment, and retaliation in all university programs, policies, and practices.

A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with CSUMB. Background screenings will be conducted after the Match. Applicants who match to our program but do not successfully pass the background screening will be dismissed from the internship (see APPIC Match Policy 6b). Convictions will not automatically disqualify job candidates. The seriousness of the crime and date of conviction and the specific job applied for will be considered.

Candidates selected for the position must complete the sign-in process by the date that employment begins. This includes signing the Oath of Allegiance and presenting verification of work authorization status and completing Section 1 of the I-9 form. Under Federal law, CSUMB may employ only individuals who are legally able to work in the United States. If offered a position, candidates will be required to present proof of eligibility to work in the United States as required by the Immigration Reform and Control Act of 1986, prior to employment.

The CSUMB Psychology Internship utilizes a practitioner-scholar model in which research informs practice. Emphasis is placed on integration of scientific findings (e.g. evidence-supported treatments) in clinical practice along with experiential learning through formal supervision and informal collaboration and consultation with staff as needed. Interns are encouraged to practice self-reflection, critical thinking, and ethical decision-making over the course of their training.

The program is designed to foster an advanced learning environment where interns develop the competence and professionalism necessary to transition from graduate psychology students into entry-level professional health service psychologists. The CSUMB Psychology Internship values a developmental/mentoring method of training in which observation of and interactions with more advanced clinicians are a primary conduit of learning. Trainee development is additionally promoted through a process of graduated apprenticeship where professional tasks increase over time in intensity, frequency, duration, complexity, and difficulty. This allows the intern to progress from a place of dependency on the knowledge and guidance of supervisors and trainers, to interdependency, to independent practice that is collegial and collaborative. The CSUMB Psychology Internship provides its interns a carefully designed structure of training events and experiences, including practical seminars and instruction in evidence-based treatments, ethics, and multicultural competence. Another primary vehicle for learning is the direct provision of clinical care under intensive supervision by experienced, integrative practitioners. Ultimately, interns gain exposure to the many roles and responsibilities of a health service psychologist in a university counseling center, which provides a strong foundation for future work in such a setting.

Training Committee

The CSUMB Psychology Internship Program Training Committee is led by the Training Director, Dr. Amy Miller. The Training Committee is composed of three additional CSUMB PGCC Clinicians Dr. Michelle Tran, Dr. Natalia Figueroa, and Dr. Stephanie Cordova. Dr. Miller provides delegate supervision and supervision of supervision to interns while Dr. Tran serves as primary supervisor and oversees group supervision. 

Drs. Miller, Tran, Figueroa, and Cordova may also provide supervision of clinical groups that interns participate in throughout the year. Didactic trainings will vary between all members of the Training Committee as well as other members of the counseling center or community, as appropriate. The Training Committee meets regularly to review the progress of the internship class and ensure that all interns are meeting the requirements of the program.  The roles, responsibilities, and tasks of the committee may include advising and assisting the Training Director in the following areas: 

• Development or revision of internship policies or procedures, program curriculum, program evaluation, or training program manual(s)
• Intern selection including recruitment, application review, and interviewing
• Planning and implementation of intern orientation and didactic training seminars
• Facilitation of intern case presentations and didactic training seminars

Program Competencies

During the internship year, interns will receive training in the following program competencies:

• Research
• Demonstrates the substantially independent ability to critically evaluate research or other scholarly activities (e.g., case conference, presentation, publications) 
• Disseminates research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level.
• Ethical and Legal Standards
• Demonstrates knowledge of and acts in accordance with each of the following:
• The current version of the APA Ethical Principles and Code of Conduct;
• Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional and federal levels;
• Relevant professional standards and guidelines;
• Recognizes ethical dilemmas as they arise and applies ethical decision-making processes in order to resolve the dilemmas
• Conducts self in an ethical manner in all professional activities
• Individual and Cultural Diversity
• Demonstrates an understanding of how their own personal/cultural history, attitudes, and biases may affect how one understands and interacts with people different from oneself
• Demonstrates knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities 
• Integrates awareness and knowledge of individual and cultural differences in the conduct of professional roles 
• Applies a framework for working effectively with areas of individual and cultural diversity
• Works effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own
• Professional Values and Attitudes
• Behaves in ways that reflect the values and attitudes of psychology
• Engages in self‐reflection regarding personal and professional functioning
• Engages in activities to maintain and improve performance, well-being, and professional effectiveness
• Actively seeks and demonstrates openness and responsiveness to feedback and supervision
• Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training
• Communication and Interpersonal Skills
• Develops and maintains effective relationships with a wide range of individuals
• Demonstrates a thorough grasp of professional language and concepts
• Produces, comprehends, and engages in communications (oral, nonverbal, and written) that are informative and well-integrated
• Demonstrates effective interpersonal skills and the ability to manage difficult communication well
• Assessment
• Demonstrates current knowledge of diagnostic classification systems and functional and dysfunctional behaviors, including consideration of client strengths and psychopathology
• Demonstrates understanding of human behavior within its context
• Applies knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process
• Selects and applies assessment methods that draw from the best available empirical literature
• Collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient
• Interprets assessment results to inform case conceptualization, classification, and recommendations while guarding against decision-making biases
• Communicate the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
• Intervention
• Establishes and maintains effective relationships with recipients of psychological services
• Develops evidence-based intervention plans specific to the service delivery goals
• Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables
• Demonstrates the ability to apply the relevant research literature to clinical decision making
• Modifies and adapts evidence-based approaches effectively
• Evaluates intervention effectiveness and adapts intervention goals and methods consistent with ongoing evaluation
• Supervision
• Applies overall knowledge of supervision in direct or simulated practice with psychology trainees or other health professionals
• Applies the supervisory skill of observing in direct or simulated practice
• Applies the supervisory skill of evaluating in direct or simulated practice
• Applies the supervisory skills of giving guidance and feedback in direct or simulated practice
• Consultation and Interprofessional/Interdisciplinary Skills
• Demonstrates knowledge and respect for the roles and perspectives of other professions
• Applies knowledge about consultation in direct or simulated (e.g. role played) consultation

Direct Service Activities

Direct service hours are provided through initial intake appointments, individual and group counseling sessions; crisis intervention; outreach presentations; consultations; and supervision of Master’s level interns. The provision of direct service hours is made through consultation with their primary supervisor.

Initial Intake Appointments:

Interns will provide both scheduled intake appointments as well as cover weekly walk-in shifts. Initially interns will observe senior staff conducting sample intakes and will role play while they practice conducting intakes with one another or other staff.  From here, interns will then begin to shadow senior staff members as they conduct intakes. Once they have shadowed at least two intakes and cleared by their supervisor, they will begin conducting intakes with live observation by a supervisor or senior staff member. Interns will conduct a minimum of two intakes with live observation. Once interns have demonstrated competency in conducting intakes and identifying appropriate dispositions for clients, they will begin conducting intakes independently with video recording.  

Scheduled:

Interns will have time reserved on their schedules to conduct up to 2 scheduled intake appointments weekly. Intakes will consist of gathering information about presenting problems, symptoms and diagnostically relevant content, mental status, risk assessment, goals for treatment, and then recommend an appropriate disposition for the client. 

Walk-ins:

Interns cover a weekly walk-in shift in which they conduct brief (30 minute) assessments gathering information about presenting problem, symptoms and diagnostically relevant content, mental status, risk assessment, goals for treatment, and then recommend an appropriate disposition for the client. In additional to the brief assessments and enhancement of their training experiences, interns will have the opportunity each week to practice hour-long, comprehensive intakes throughout the year to further develop the skill of clinical interviewing and assessing diagnoses.

Individual Therapy:

PGCC is a solution-focused, brief therapy agency, with individual therapy being the most common modality by which clients are treated.  Interns will receive training in assessing individual client’s needs and determining appropriate treatment plans based on presenting problems, client resources, and agency availability. The PGCC is a high-volume agency, and interns can expect to carry a steady caseload of clients, seeing approximately 10-12 individual appointments per week on a bi-weekly basis. In order to provide specific and in-depth feedback, supervisors require that interns audio- or video-record all client sessions.

Recorded sessions are provided to the interns' supervisor and may be reviewed with the intern during supervision or outside of supervision times. Interns inform clients of the recording requirements at the same time they inform clients of their supervision, which is usually during the first session. Should a client not want to be recorded, the client will be reassigned to a non-recording counselor within the agency. Sessions are digitally recorded and stored on a secure external hard drive for one month. Recorded sessions are for training purposes only and are not available for use outside of Counseling Services. If a client wishes to obtain recorded sessions, the intern must consult with their primary supervisor. Any recording taken out of PGCC is a violation of this policy and subject to disciplinary actions.

Although a brief therapy model is expected for most clients, the training program recognizes the training benefit of working with clients in a long-term format.  As a result, interns are permitted to carry up to two long-term clients on their caseload at any time.  Interns must consult with their primary supervisor regarding the identification and selection of an appropriate long-term client. Long-term clients may be seen by the intern for the duration of the training year or less, as clinically appropriate.

Group Therapy:

Interns will participate in at least one group per semester. During one semester, it is recommended that the intern lead a once-weekly structured group either developed independently based on their clinical interest or utilizing previously developed curriculum. Depending on the intern’s previous level of group experience, the group may be co-led by a senior staff member, allowing the intern to not only observe clinical work but to practice leading groups with live observation and supervision by senior staff. During the alternate semester, the intern is recommended to co-lead a process group with a senior staff member.

Crisis Intervention:

Interns may be responsible to conduct same day crisis appointments during any unscheduled intake time and as needed if they are available, similar to the rest of the clinical team. During these appointments, interns will conduct risk assessments and provide crisis intervention for clients. If interns encounter a student who is considered “high risk,” and is in imminent danger, then they are instructed to consult with another licensed provider to establish a second opinion regarding the level of risk. If a client requires hospitalization, the licensed clinician will walk through the process of hospitalization with the intern. In such cases, interns may also collaborate with other departments such as University Police, Student Housing, the Care Team, under the guidance of the licensed clinician.

Interns are also required to be “on call” throughout the training year. On call consists of managing the after-hours emergency phone in the event of a critical incident or crisis which cannot be managed by the paid-on call service. The intern’s primary supervisor is scheduled and available for consultation via phone throughout the duration of the on-call shift. If interns do receive a call while on call, they are required to consult with their supervisor, licensed clinician, or team lead before taking any further action. If any critical incident were to take place, interns would provide care under the supervision of licensed, senior staff. Additional training will be provided early in the internship experience via a didactic seminar.

Outreach Presentations & Consultation:

When working at a University Counseling Center, outreach and consultation are essential duties. As such, interns are expected to participate in a minimum of two outreach events each semester and to conduct at least one independently each semester. Part of the two in their first semester include the presentations and outreach events that they observe and co-conduct with supervision. Possible outreach events include Mindful Madness (mindfulness, yoga, wellness screenings), new student orientations, First Year Seminar Classes, providing support at student vigils, and many more. Interns are provided the opportunity and encouraged to partner with student organizations and campus offices that are dedicated to supporting students from diverse backgrounds.

Consultation experiences occur throughout the year and are not predictable, so interns are not required to provide a specific number of consultations. However, frequent consultations include communication with parents regarding their child’s adjustment to college, faculty consultations regarding the behavior of a student, and other department consultations regarding student behavior and progress. Many consultations include providing information regarding PGCC services, providing education regarding mental health issues and subsequent behaviors, and providing referrals to appropriate departments that can assist the consultee/person in need. Interns may also serve as advocates by providing a voice and education to faculty about mental health issues, or in meetings regarding the importance of mental health services within the university. Further, interns may provide letters or coordinated care for students requiring medical withdrawal or a letter of support for a student for clinically related issues. Finally, interns may also be involved in a critical incident or crisis debriefing if necessary.

Supervision and Training of Master’s Level Students:

Given that supervision is an essential element of psychological practice, interns will develop skills in competent supervision during their time at CSUMB by supervising a Social Work masters-level student who is beginning their training in a required field-placement for the entire academic year. Interns will meet weekly with their MSW trainee throughout the academic year. Group Supervision of Supervision will be provided weekly and utilize video review in order to support the development of supervision skills. Regular communication and collaboration with the MSW supervisor will take place throughout the training year to ensure clarity within the supervisory experiences.

Facilitation of Professional Seminars for Master’s Level Students:

An additional component to the supervision and training experience is an opportunity for interns to facilitate regularly scheduled professional seminars tailored for the MSW interns they are supervising. The interns' responsibilities include teaching various professional development and clinical trainings as a supplement to the trainings received from the MSW supervisor. Each meeting sees a rotation of lead roles for the interns, who receive dedicated time and guidance during the initial month to review the curriculum and prepare for these sessions. Additionally, the counseling center assists the interns in identifying areas of attention and support required to ensure they feel confident and prepared as facilitators. To enhance the learning process, interns actively seek formal feedback from MSW students after each training and collaborate with doctoral and MSW supervisors for any necessary modifications or updates. The primary learning objectives are to gain valuable experience in interdisciplinary training and supervision, increase exposure to collaborative teaching, enhance skills in personalizing trainings to suit specific attendees' needs, and practice evaluating the effectiveness of the teachings and making appropriate adjustments accordingly.

Indirect Service:

Clinical Meeting:

The Clinical Meeting occurs weekly during the Fall and Spring semesters. This meeting serves as a peer group supervision for the entire clinical staff.  The staff consists of an interdisciplinary team and allows interns the opportunity to learn from a variety of represented professions and developmental levels. Disciplines represented included licensed psychologists, licensed Marriage and Family Therapists, licensed Social Workers, Doctoral Interns, and Social Work Interns. Interns are encouraged to discuss ongoing cases they are struggling with to receive feedback and suggestions from the other staff in attendance.  This meeting also allows for interns to learn from the senior staff that also present cases and seek feedback.  Clinical issues that impact the center as a whole (e.g., emergencies on campus that PGCC is expected to respond to, students of concern) are discussed in this meeting. 

Case Management, Documentation, and Preparation:

Interns are provided with administrative time each week for client documentation, preparation for supervision, and scholarly activities (such as reviewing existing literature on evidence-based treatments, preparing outreach presentations or educational programming, preparing their formal case presentation or professional seminar). Preparation for supervision may include reviewing recordings of their own or their supervisee’s sessions, preparing questions, and clinical research and completing readings.

Training Activities

Supervision:

Supervision is one of the core elements of the internship training program at CSUMB. All interns will receive a total minimum of 4.5 hours per week of supervision. The purpose of supervision is to provide an environment of safety and openness for interns to acquire and improve clinical skills, to prompt self-reflection, to increase the mentalization of clients’ experiences, and to monitor and evaluate progress through the internship year. Interns are also expected to provide ethical and quality services to clients and will receive developmentally appropriate supervision in these areas. Thus, supervision is meant to be supportive and challenging, providing scaffolding as interns prepare for independent practice as psychologists.

Individual Supervision:

Dr. Michelle Tran serves as the primary clinical supervisor for each intern throughout the training year. Dr. Amy Miller provides one hour of weekly individual delegate supervision to allow interns the opportunity to gain exposure to differing supervision styles. Interns receive a minimum of two (2) hours of individual supervision each week. Supervisors utilize digital audio and video review as a means of observing interns’ work and strengthening the supervision process. Thus, the individual supervisor evaluates progress, cultural competency, professionalism, and clinical skills directly through audiovisual means. 

Group Supervision:

Weekly group supervision will be required and conducted with all interns for 2 hours per week.

Supervision of Supervision:

One hour per week includes supervision of the supervision that interns provide to master’s level social work trainees. Supervision of supervision is intended to ensure that clients are receiving the best care possible, that master’s level interns are receiving quality supervision, and that interns are developing competency in the provision of supervision. Provided that proper supervision also requires self-awareness by the supervisor, awareness of mutual reactions (transference, countertransference) between intern and intern are also discussed. By the end of the training year, interns will have developed competency in the ability to provide sensitive, culturally-competent, developmentally sensitive supervision through modeling and direct instruction provided in the supervision of the supervision group.

Group Supervision:

The second hour of weekly group supervision consists of a video review of client sessions. All interns will share video recordings of sessions, providing an opportunity for growth and support through community observation of clinical material. This experience also allows interns to practice accepting and providing appropriate feedback as peer professionals. Engaging collaboratively on clinical growth and ethical practice allows interns to prepare for professional consultation outside of the training environment. Supervision will be guided by a clinical psychologist who will also provide observations and reflections on interns’ development. Thus, the total sum of these supervision hours allows for the facilitation and assessment of competency in all areas expected of psychologists in independent practice. 

Professional Issues Supervision:

Interns will participate in a weekly 30-minute supervision meeting with the Training Director to discuss professional issues. This time is designed to provide a forum for interns to reflect on their individual and collective internship experiences. Interns share in identifying, exploring, and processing salient professional issues that arise in the field of psychology, and expand their ability to engage in program evaluation and establish a strong professional identity as a Health Service Psychologist. The objective is to develop reflective skills and multiple ways of knowing legal, ethical, and other professional practice issues; to solidify the development of professional identity; and to provide a space where interns can engage in difficult conversations and provide peer consultation with each other. This may also be a time for interns to gain additional guidance and support with their Community Contribution Project or further develop skills in outreach delivery.

Additional Training Activities:

Seminars:

General Seminars:

All interns will participate in 2 hours of didactic activities each week. Interns will be provided with a calendar of didactic topics for the year and are expected to attend each week (see Didactic Schedule for detailed information on trainings). Didactics are lead by PGCC staff and invited speakers, sample didactic topics include: intervention skills for brief therapy models, domestic violence, boundaries/multiple relationships and ethical issues, suicide and violence assessment, professional development (e.g., applying for next training positions, preparation for licensure in psychology, job interviews), eating disorders, substance abuse, and empirically-supported treatments for various presenting concerns and client populations. Additional focus will be placed on topics of diversity such as LGTBQ students, understanding unique issues in working with students with disabilities, learning about issues faced by undocumented college students and providing care for veteran college students. These seminars will develop interns' knowledge and competency when working with diverse student populations in a university counseling setting. The Diversity Didactic Seminars will be augmented by the Diversity Experiential Seminars. A didactic attendance policy is included at the end of the handbook.

Diversity Experiential Seminar:

This seminar will occur every month during the academic year to engage interns in a deeper level of self-reflection related to diversity areas. The development of competency in multiculturalism is emphasized during this seminar by exploring different dimensions of diversity. For example, topics that will be addressed in the seminar include but are not limited to race/ethnicity, racism, classicism, heterosexism, oppression, privilege, class/socioeconomic status, gender, sexual identity/orientation, and ability in addition to the intersectionality of these areas. The training in this seminar is based on the idea that increasing the awareness of one's values and assumptions will assist with growing into a competent clinician.  Consequently, the Diversity Seminar is an opportunity for interns to further explore and develop their awareness through discussions and experiential exercises.  The seminar will rely on experiential activities that are geared towards integrating a deeper understanding of the unique challenges faced by marginalized communities. 

Additionally, interns will have an opportunity to focus on their own identities as well as areas of oppression, privilege, and biases.  The seminar will be held in two hours in order to allow time for interns to process their reactions and ideas. Interns will also be encouraged to participate in other diversity training opportunities such as ally training (i.e., LGTBQ, Undocumented College students) and the National Building Coalition Institute (NCBI).

In order to ensure the emotional safety of interns, information discussed in this group is entirely confidential. For this reason, the Training Director will also be involved in this seminar only on an occasional basis and, a senior staff member will lead it. 

Case Presentation:

Interns will each complete one formal case presentation per semester to be delivered to the PGCC staff during the weekly Clinical Meeting. The focus of this presentation is on providing a demonstration of their overall clinical work with a client with the agency. Supervisors may assist trainees in any manner they wish with case presentations to assure preparedness. Interns are encouraged to utilize feedback from their presentation to improve upon their skills for possible future use in their job search process. Feedback from the participants may be provided to the primary supervisor for inclusion in evaluations.

Community Contribution Project:

Interns will complete one project related to program development, consultation, or program evaluation within the CSUMB Psychology Internship and/or within other University departments. Interns will receive significant time and guidance during the early months of the internship to determine what their community contribution project will be. Interns will receive assistance in determining areas of need and possible projects in order to fulfill this requirement. Interns will collaborate with supervisors and senior staff to determine the nature of their project, and must be approved by the Training Director before interns may begin further work on the project. Interns will also receive guidance and support by senior staff on creating a timeline and identifying objectives for the project. Once these are determined, interns will work in coordination with other departments and other professional staff within the counseling center to complete this project. Depending on the nature of the project and the experience of the intern, they will work relatively autonomously, while the projects are overseen by the Training Director and senior staff. In this way, the level of oversight of each project will be dependent upon the project itself, the intern, and the level of competency required for each. As a result, the projects will start out with relatively high guidance and support, and the autonomy of the interns in completing these projects will be adjusted appropriately to each specific situation.

Learning Portfolio:

Interns will complete a Learning Portfolio at the completion of their training year. The purpose of the portfolio is to summarize the experiences that have been gained during the internship experience. It can serve as a record of professional development during the training year. The portfolio is similar to the portfolio in which faculty members provide to evaluate for tenure and promotion. The portfolio reflects a capstone of goals that were established at the start of the internship year and can help with presenting the training and professional experience to future employers at a university counseling center.

Professional Development:

Interns are allotted time for participation in professional development activities. These might include working on dissertation activities, reading professional literature, conducting field-related research, or attending field-related workshops, seminars, and professional conferences.

The annual stipend for all interns at the California State University Monterey Bay (CSUMB) Psychology Internship is $37,344. As employees of CSUMB, interns receive comprehensive medical, dental, and vision benefits. Interns are also eligible to receive Vacation, Sick Leave, and paid holidays. Interns may use up to 5 days for professional development purposes such as dissertation defense, conference attendance, etc. following approval from their primary supervisor. Information regarding CSUMB employee benefits can be found in the Benefits section of the CSUMB Human Resources website. Information about available leaves for employees, including Workers’ Compensation, Family Medical Leave, and leave request procedures, can be found in the Leaves and Time Off section of the Human Resources website. Questions regarding specific benefits or leave options can be directed to the Human Resources department at upbenefits@csumb.edu. The benefits package is generous; therefore, interns are encouraged to be mindful of a minimum number of hours necessary to complete licensure requirements. Interns should submit requests for time off to their primary supervisor at least two weeks in advance of the anticipated leave date. Interns are responsible for communicating anticipated absences to all supervisors for whom work will be missed. Sick leave must be communicated to the intern’s primary supervisor as soon as the intern is physically able to do so. Supervisors are available for any questions related to time off or release time. 

Additionally, interns have the option to request affordable employee housing adjacent to campus. Options are comprised of two- and three-bedroom apartments, and townhomes in a rural cul-de-sac setting. Each neighborhood features plenty of open space, with accessible playgrounds located nearby. Ground floor homes have private, enclosed backyard patios, while second level homes feature spacious balconies offering relaxing views of the coastal hills. All homes have an attached, single car garage. Each unit is provided with washer and dryer hookups and cable and high-speed internet at no additional cost. These homes are also pet-friendly. For additional questions regarding this housing option please email schoonoverpark@allresco.com.

CSUMB Psychology Interns have access to numerous resources. All interns are provided with private office space, a desk, computer, office phone, voicemail, software, business cards, ID badges, and necessary office supplies. The counseling center provides intervention manuals, assessment materials, other training materials, and access to the DSM-5-TR. Additional materials that may be needed may be purchased using internship funding with Training Committee approval. Attendance at professional conferences is valued as a component of professional development and may be funded by the internship program when opportunities are available. Each intern additionally has access to administrative and IT support, as well as client scheduling support. Additionally, CSUMB has an ADA coordinator within Human Resources who provides support and assistance for all staff and faculty, including interns, with special needs to obtain necessary accommodations to complete their assigned tasks. Interns are encouraged to discuss their requests for formal and/or informal accommodations as early as possible during the internship. If there are specific things we can do to make the internship program more accessible, we invite interns to share this with the Training Director and/or their primary supervisor.

To obtain a complete copy of the current internship handbook please contact Dr. Amy Miller at amymiller@csumb.edu.

Intern Evaluation Policy

The California State University Monterey Bay (CSUMB) Psychology Internship requires that interns demonstrate minimum levels of achievement across all training competencies and training elements. Interns are formally evaluated by their primary supervisor three times annually. Evaluations are conducted using a standard rating form. The evaluation form includes information about the interns’ performance regarding all of the CSUMB Psychology Internship expected training elements. Supervisors are expected to review these evaluations with the interns and provide an opportunity for discussion if the intern has questions or concerns about the feedback. 

A minimum level of achievement during the two mid-year evaluations is defined as a rating of “3” for each element. Interns are expected to obtain a rating of “4” on each element by the completion of internship during their final evaluation. Interns who achieve this level of competence are considered prepared for entry-level practice. The rating scale for each evaluation is on a 5-point Likert scale, with the following rating values: 1= Remedial, 2= Beginning/Developing Competence, 3= Intermediate Competence, 4= Proficient Competence, 5= Advanced competence. If an intern receives a score less than 3 on any individual element during the two mid-year evaluations, or if supervisors have reason to be concerned about the student’s performance or progress, the program’s Due Process procedures will be initiated. The Due Process guidelines can be found in the Internship Manual. Supervisors are seeking positive trends towards scoring a “4” on all elements through the internship year and provide specific and targeted support to assist the interns in achieving the required MLA by the end of the year.  Interns must receive a rating of 4 or above on all individual elements to successfully complete the program.  

Additionally, all CSUMB Psychology interns are expected to complete 2,000 hours of training during the internship year. Meeting the hour’s requirement and obtaining sufficient ratings on all evaluations demonstrates that the intern has progressed satisfactorily through and completed the internship program. If successful completion of the program comes into question at any point during the internship year, or if an intern enters into the formal review step of the Due Process procedures due to a grievance by a supervisor or an inadequate rating on an evaluation, the home doctoral program will also be contacted within 5 working days. 

In addition to the evaluations described above, interns must complete a self-evaluation form at the beginning of the training year and during the three evaluation periods throughout the training year. Additionally, interns will complete an evaluation of their supervisor(s) three times during the training year and program evaluation at the mid and end point of the training year, in order to provide feedback that will inform any changes or improvements in the training program.

Remote Work and Telesupervision Policy

Remote Work 

Doctoral Interns may be eligible to work remotely (off-site) on a regularly scheduled basis. The specifics of this are subject to the limitations set by California State University, Monterey Bay policy and the expectations of the Vice President of Enrollment Management and Student Affairs. Typically, regularly scheduled remote work is limited to up to 20% of a weekly schedule during the academic year and may not be continued during summer break. A doctoral intern who wishes to utilize the remote work option needs to discuss this with the Clinical and Training Lead and the Senior Director of Health and Wellness Services to determine a schedule that will allow for coverage of the Personal Growth and Counseling Center and attendance at required in-person meetings.  The Remote Work Agreement form available through Human Resources needs to be completed and signed by the Senior Director of Health and Wellness Services, the Vice President of Enrollment Management and Student Affairs, and the Director of Human Resources.  Approval must be given from all these individuals and is not guaranteed. Interns are typically not approved to begin remote work until one month into the training year to allow time for them to learn policies and procedures and to allow supervisors the opportunity to become familiar with each intern.  

In addition to regularly scheduled remote work, there may be occasions on which any intern or staff member may need to work remotely due to illness, inclement weather, or other unforeseen circumstances. Remote work, telesupervision, and telehealth expectations apply in all remote work situations. 

When working remotely, interns are expected to be available to be contacted by G-Chat and/or personal phone during work hours. If interns will be unable to be contacted for a period of time for some reason, they are expected to inform supervisors, PGCC leads clinicians, and the Office Coordinator.  

Interns who are not performing adequately in the program, have demonstrated problematic behavior, and/or are on a remediation plan to support skill attainment may be required to work fully on-site. These changes to schedule and expectations should be outlined in any remediation plan or other plan for additional support to address the concerns. 

Telesupervision 

The CSUMB Psychology Internship Program maintains the option for telesupervision as a flexible, ethical, and developmentally appropriate supervision modality that supports both intern learning and program continuity when needed. Telesupervision is defined as supervision conducted through synchronous audio and video technology when the supervisor and intern are not co-located. This is distinguished from in-person supervision, which takes place with both parties physically present in the same space. Consistent with the APA Commission on Accreditation guidelines, telesupervision is utilized strategically and intentionally within the parameters of a broader, in-person training experience.

Telesupervision may be used on a regularly scheduled basis when interns or supervisors are approved to work remotely through the Remote Work option. It may also be used occasionally in response to unforeseen circumstances such as illness, caregiving needs, or other emergencies. Rather than disrupting the supervision schedule, telesupervision offers a continuity of support and guidance from supervisors and helps maintain a consistent training experience for interns. The CSUMB doctoral internship does not currently utilize telesupervision as a core component of the supervision experience at this time.

Allowing the option for telesupervision is consistent with the program's aim to train doctoral-level psychology graduate students to practice professional psychology in a University Counseling Center setting while advancing the mission and vision of the Personal Growth and Counseling Center. A central focus of this aim is the delivery of high-quality, culturally responsive, and ethical psychological services that support student wellness and success. As the field continues to integrate telehealth and remote work into standard practice, exposure to telesupervision equips interns with essential competencies in remote supervision, telehealth delivery, and professional communication in virtual formats.

Telesupervision is incorporated into clinical training only when a solid foundation has been established between supervisor and intern. Supervisory relationships are developed during in-person orientation and initial supervision meetings. Supervisors are encouraged to hold the first few supervision sessions in person to establish rapport and create a strong working alliance before transitioning to telesupervision, when appropriate. The use of telesupervision is always situated within the context of a primarily in-person supervisory relationship, ensuring that face-to-face interactions continue throughout the internship year.

Interns performing adequately within the program are generally eligible for telesupervision. If an intern demonstrates concerning behavior, requires remediation, or is not meeting performance expectations, the Training Committee will review the appropriateness of continued telesupervision. Any resulting modifications to the supervision format will be communicated to the intern and may be formally outlined in a remediation plan or related documentation.

All primary supervisors are licensed psychologists in good standing with the California Board of Psychology. They are required to meet ongoing continuing education standards, including training in supervision practices. Supervisors are oriented to program policies regarding telesupervision and are encouraged to pursue professional development related to remote supervision and telehealth.

The program is mindful of the importance of professional socialization and takes steps to ensure that interns remain integrated into the campus community and the profession of psychology. In-person supervision, training activities, case presentations, and interdisciplinary collaboration ensure that interns have ongoing opportunities for observation, mentorship, and collegial interaction.

Equity, inclusion, and accessibility are central to the internship’s use of telesupervision. The format can provide greater flexibility for supervisors and interns who may face transportation, mobility, health, or caregiving challenges. Supervisors are trained to remain attentive to issues of power, culture, and communication that may arise in virtual settings, and they approach telesupervision with a lens of cultural humility and responsiveness.

The effectiveness of telesupervision is monitored through multiple channels. Interns provide feedback on their supervision experiences during formal evaluations and through ongoing informal conversations with the Training Director. Supervisors also assess their own experience with the modality, and the Training Committee uses this information to make adjustments to the use of telesupervision when necessary.

The quality of the supervisory relationship is supported and maintained through regular check-ins, documentation of goals and progress, and responsiveness to any emerging issues. Supervisors are expected to address any ruptures in the relationship proactively, whether they arise during in-person or virtual interactions.

Regardless of modality, supervisors retain full professional responsibility for the clinical services provided by interns. When interns are working remotely or need immediate consultation during telesupervision periods, supervisors remain accessible through multiple communication methods, including office phone, personal phone, and G-chat. Interns are provided with all necessary contact information at the beginning of the training year and reminded of procedures for reaching out in crisis or urgent situations.

All telesupervision sessions are conducted via HIPAA-compliant Zoom accounts provided by CSUMB. Both supervisors and interns are trained in using this platform, and confidentiality expectations are equivalent to those in in-person settings. Supervisors and interns must participate in telesupervision from private, secure locations, and are expected to take steps to minimize interruptions and maintain privacy.

Technology requirements for telesupervision include access to a reliable internet connection, a device with functional video and audio capability, and, when appropriate, headphones and virtual backgrounds to ensure confidentiality. Training in Zoom use and telehealth-related technologies is provided during intern orientation and reinforced throughout the year as needed.

In the event of a technology failure or unanticipated interruption of telesupervision, interns and supervisors are expected to shift to an alternate communication method, such as a phone call, to complete the supervision session. If the session cannot be completed, it must be rescheduled in a timely manner. Persistent technical difficulties may prompt reconsideration of the supervision format.

Through thoughtful implementation, monitoring, and evaluation, the CSUMB Psychology Internship Program ensures that telesupervision is an ethical, developmentally appropriate, and effective component of its training model. The intentional use of telesupervision enhances accessibility, fosters skills needed for contemporary practice, and supports the program’s commitment to high-quality, culturally competent psychological services and supervision.

Didactic Attendance Policy

Attendance at the weekly Didactic seminar and other scheduled group training activities is mandatory for all interns in the California State University Monterey Bay Psychology Internship Program and is required for successful completion of the internship. Attendance at these scheduled activities, should take priority over other site obligations each week. Internship supervisors are aware of these activities and their requirement for interns.

A schedule for the Didactic seminar will be distributed at the beginning of each semester and is updated throughout the year. Attendance at each seminar meeting is tracked by the internship program. An intern is permitted no more than three absences during the calendar year. After the second absence, interns will receive a reminder from the Training Director. After the third absence, the Training Director will initiate the CSUMB Due Process procedures.

Interns may use only three of their allotted vacation and/or professional development days on Tuesday. The Training Director must be notified in advance of planned absences. Absences related to extenuating circumstances will be decided on a case-by-case basis. Interns who miss a meeting of the didactic seminar because of a serious emergency or for a serious illness should alert the Training Director as soon as possible. For all didactic absences, interns must review a research article related to the didactic topic and submit a 1-2 page review of the article. This review must be submitted to the Training Director and is due one week from the absence.

Additionally, interns are expected to attend didactics in person. Calling into a didactic presentation by phone is discouraged. Interns are allowed to call into a didactic presentation by phone a maximum of two times during the training year. If the intern plans to call into a didactic presentation, he or she must let the Training Director know at least one week in advance. If an intern calls into a didactic presentation by phone more than two times during the training year, the training director will initiate the CSUMB Due Process Procedures.

Diversity and Non-Discrimination Policy

The CSUMB Psychology Internship strongly values diversity and believes in creating an equitable, hospitable, appreciative, safe, and inclusive learning environment for its interns. Diversity among interns and supervisors enriches the educational experience, promotes personal growth, and strengthens communities and the workplace. Every effort is made by the CSUMB training program to create a climate in which all staff and interns feel respected, comfortable, and in which success is possible and obtainable. The program strives to make every effort to increase awareness, dispel ignorance, and increase comfort with multicultural experiences.

The CSUMB Psychology Internship welcomes applicants from diverse backgrounds. The training program believes that a diverse training environment contributes to the overall quality of the program. The training program provides equal opportunity to all prospective interns and does not discriminate because of a person’s race, color, religion, sex, national origin, age, disability, or any other factor that is irrelevant to success as a psychology intern. Applicants are individually evaluated in terms of quality of previous training, practicum experiences, and fit with the internship. If an applicant or intern requires accommodations, he or she should contact the internship training director to initiate this process.

The CSUMB Psychology Internship’s goal in diversity training is to ensure that interns develop the knowledge, skills, and awareness necessary to provide competent psychological services to all members of the public. To this end, the program requires an expected competency in individual and cultural diversity. Diversity experiences and training are interwoven throughout the training program to ensure that interns are both personally supported and well-trained in this area.

Due Process Policy and Grievance Procedures

Due Process Procedures are implemented in situations in which a supervisor or other faculty member raises a concern about the functioning of a psychology intern. These procedures are a protection of intern rights and are implemented in order to afford the intern with every reasonable opportunity to remediate problems and to receive support and assistance. These procedures are not intended to be punitive.

Definition of a Problem

For purposes of this document, a problem is defined broadly as an interference in professional functioning which is reflected in one or more of the following ways: 1) an inability and/or unwillingness to acquire and integrate professional standards into one's repertoire of professional behavior; 2) an inability to acquire professional skills in order to reach an acceptable level of competency; and/or 3) an inability to control personal stress, psychological dysfunctions, and/or excessive emotional reactions which interfere with professional functioning.

It is a professional judgment as to when an issue becomes a problem that requires remediation. Intern trainees may exhibit behaviors, attitudes or characteristics that, while of concern and requiring attention, are not unexpected or excessive for professionals in training. Issues typically become identified as problems that require remediation when they include one or more of the following characteristics:

1. the intern does not acknowledge, understand, or address the problem when it is identified;
2. the problem is not merely a reflection of a skill deficit which can be rectified by the scheduled sequence of clinical or didactic training;
3. the quality of services delivered by the intern is sufficiently negatively affected;
4. the problem is not restricted to one area of professional functioning;
5. a disproportionate amount of attention by training personnel is required;
6. the trainee's behavior does not change as a function of feedback, and/or time;
7. the problematic behavior has potential for ethical or legal ramifications if not addressed;
8. the intern's behavior negatively impacts the public view of the agency;
9. the problematic behavior negatively impacts the intern cohort;
10. the problematic behavior potentially causes harm to a patient; and/or,
11. the problematic behavior violates appropriate interpersonal communication with agency staff.

Administrative Hierarchy and Definitions

The CSUMB Psychology Internship Due Process procedure occurs in a step-wise fashion, involving greater levels of intervention as a problem increases in persistence, complexity, or level of disruption to the training program. Faculty roles included herein are defined as follows:

Supervisor: Any faculty member who provides direct supervision or teaching to an intern.

Training Director (TD): The supervisor who functions as the director of training. S/he leads the internship Training Committee and serves as a voting member.

Informal Review

When a supervisor believes that an intern’s behavior is becoming problematic, the first step in addressing the issue should be to raise the issue with the intern directly and as soon as feasible in an attempt to informally resolve the problem. This may include increased supervision, didactic training, and/or structured readings. This process should be documented in writing in supervision notes and discussed with the Training Director and Training Committee, but will not become part of the intern’s professional file.

Formal Review

If an intern’s problem behavior persists following an attempt to resolve the issue informally, or if an intern receives a rating below a “3” (“meets expectations”) on any individual element within the competencies on a supervisory evaluation, the following process is initiated:

• A. The supervisor will meet with the Training Director (TD) and intern within 10 working days to discuss the problem and determine what action needs to be taken to address the issue. If the TD is the intern’s direct supervisor, an additional supervisor and member of the Training Committee will be included in the meeting.
• B. The intern will have the opportunity to provide a written statement related to his/her response to the problem.
• C. After discussing the problem and the intern's response, the supervisor and TD may:
  • 1) Issue an "Acknowledgement Notice" which formally acknowledges:
    
    • a) that the faculty is aware of and concerned with the problem;
    • b) that the problem has been brought to the attention of the intern;
    • c) that the faculty will work with the intern to specify the steps necessary to rectify the problem or skill deficits addressed by the inadequate evaluation rating; and,
    • d) that the problem is not significant enough to warrant further remedial action at this time.
  • This notice will be issued within 5 working days of the meeting and will be shared with the intern and the Director of Clinical Training at the intern’s graduate institution.
  • 2) Place the intern on a "Remediation Plan" which defines a relationship such that the faculty, through the supervisors and TD, actively and systematically monitor, for a specific length of time, the degree to which the intern addresses, changes and/or otherwise improves the problematic behavior or skill deficit. The length of the probation period will depend upon the nature of the problem and will be determined by the intern’s supervisor and the TD. A written Remediation Plan is shared with the intern and the Director of Clinical Training at the intern’s graduate institution and includes:
    
    • a) the actual behaviors or skills associated with the problem;
    • b) the specific recommendations for rectifying the problem;
    • c) the time frame during which the problem is expected to be ameliorated; and,
    • d) the procedures designed to ascertain whether the problem has been appropriately remediated.
  • This statement will be issued within 5 working days of the meeting and will be shared with the intern and the Director of Clinical Training at the intern’s graduate institution. At the end of this remediation period as specified in ‘c’ above, the TD will provide a written statement indicating whether or not the problem has been remediated. This statement will become part of the intern’s permanent file and also will be shared with the intern and sent to the Director of Clinical Training at the intern’s graduate institution.
  • 3) In special cases, the intern may be allowed to switch supervisors within THE CSUMB PSYCHOLOGY INTERNSHIP. This option would be applicable in situations in which it is believed that the intern’s difficulties are the result of a poor “fit” between the intern and supervisor and that the intern could be successful in a different supervisory relationship. This option would require a meeting of a review panel convened by the Training Director and consisting of him/herself, the intern’s primary supervisor, and at least two other members of the Training Committee. Additional parties who are knowledgeable about the intern’s abilities may be involved in order to inform decision making. This meeting, if deemed necessary by the Training Director, will be convened within 10 working days of the original meeting discussed in step A.
• D. If the problem is not rectified through the above processes, or if the problem represents gross misconduct or ethical violations that have the potential to cause harm, the intern’s placement within the internship may be terminated. The decision to terminate an intern’s placement would be made by the entire Training Committee and a representative of Human Resources and would represent a discontinuation of participation by the intern within every aspect of the training program. The Training Committee would make this determination during a meeting convened within 10 working days of the original meeting discussed in step A, or during the regularly-scheduled monthly Training Committee meeting, whichever occurs first. The TD may decide to temporarily suspend an intern’s clinical activities during this period prior to a final decision being made, if warranted. In the event of dismissal, APPIC and the Director of Clinical Training at the intern’s home doctoral program would be contacted within 5 working days of the decision.

Appeals Process

If the intern wishes to challenge the decisions made, he or she may request an Appeals Hearing before the Training Committee. This request must be made in writing- an email will suffice- to the TD within 5 working days of notification regarding the decision made in step C or D above. If requested, the Appeals Hearing will be conducted by a review panel convened by the TD and consisting of him/herself (or another supervisor, if appropriate), the intern’s primary supervisor, and at least two other members of the Training Committee. The intern may request a specific member of the Training Committee to serve on the review panel. The Appeals Hearing will be held within 10 working days of the intern’s request. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel may uphold the decisions made previously or may modify them. The review panel has final discretion regarding outcome.

Notifying the Sponsoring Doctoral Program

If either the Acknowledgment Notice or the Remediation Plan action occurs, the TD will inform the intern's sponsoring university within 5 working days, indicating the nature of the inadequate rating, the rationale for the action, and the action taken by the faculty. The intern will receive a copy of the letter to the sponsoring university.

Once the Acknowledgment Notice or Remediation Plan is issued by the TD, it is expected that the status of the problem or inadequate rating will be reviewed no later than the next formal evaluation period or, in the case of remediation, no later than the time limits identified in the remediation plan. If the problem has been rectified to the satisfaction of the faculty and the intern, the sponsoring university and other appropriate individuals will be informed and no further action will be taken.

Grievance Procedures

Grievance Procedures are implemented in situations in which a psychology intern raises a concern about a supervisor or other faculty member, trainee, or the internship training program. These guidelines are intended to provide the psychology intern with a means to resolve perceived conflicts. Interns who pursue grievances in good faith will not experience any adverse professional consequences. For situations in which an intern raises a grievance about a supervisor, staff member, trainee, or the internship program:

Informal Review

First, the intern should raise the issue as soon as feasible with the involved supervisor, staff member, other trainee, or TD in an effort to resolve the problem informally.

Formal Review

If the matter cannot be satisfactorily resolved using informal means, the intern may submit a formal grievance in writing to the TD. If the TD is the object of the grievance, the grievance should be submitted to another member of the Training Committee. The individual being grieved will be asked to submit a response in writing. The TD (or Training Committee member, if appropriate) will meet with the intern and the individual being grieved within 10 working days. In some cases, the TD or Training Committee member may wish to meet with the intern and the individual being grieved separately first. The goal of the joint meeting is to develop a plan of action to resolve the matter. The plan of action will include:

• a) the behavior associated with the grievance;
• b) the specific steps to rectify the problem; and,
• c) procedures designed to ascertain whether the problem has been appropriately rectified.

The TD or other Training Committee member will document the process and outcome of the meeting. The intern and the individual being grieved will be asked to report back to the TD or other Training Committee member in writing within 10 working days regarding whether the issue has been adequately resolved.

If the plan of action fails, the TD or other Training Committee member will convene a review panel consisting of him/herself and at least two other members of the Training Committee within 10 working days. The intern may request a specific member of the Training Committee to serve on the review panel. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel has final discretion regarding outcome.

If the review panel determines that a grievance against a staff member cannot be resolved internally or is not appropriate to be resolved internally, then the issue will be turned over to the employer agency in order to initiate the due process procedures outlined in the employment contract. If the review panel determines that the grievance against the staff member potentially can be resolved internally, the review panel will develop a second action plan that includes the same components as above. The TD or other Training Committee member will document the process and outcome of the panel meeting. The intern and the individual being grieved will again be asked to report back in writing regarding whether the issue has been adequately resolved within 10 working days. The panel will reconvene within 10 working days to again review written documentation and determine whether the issue has been adequately resolved. If the issue is not resolved by the second meeting of the panel, the issue will be turned over to the employer agency in order to initiate the due process procedures outlined in the employment contract.

CSUMB Family and Medical Leave Policy [JS1]

1. 1. Maximum Length: Interns must complete all requirements for graduation of the internship no later than 18 months after the start of the internship.
   2. Hours Supplementation: Interns are required to complete a 12 month, 2000 hour internship. The number of workdays taken off during a leave of absence will be added as an extension to the training year. The intern should work closely with the CSUMB Psychology Internship Program training director to develop a plan to complete all required training experiences upon return from leave. The intern must complete the full 12 months of training, achieve 2000 training hours, and receive satisfactory ratings on the final Intern Evaluation Form in order to complete the internship.
   3. Return to Work: Interns must contact CSUMB Human Resources at least two days before their first day of return from leave. If the leave is for an intern’s own serious health condition, the intern must provide medical certification verifying ability to return to work. Failure to return to work on the day after the expiration of leave will normally result in termination of employment. If an intern is unable to return to work, the intern must provide medical certification no less than two days before the anticipated return date.
   4. Health Insurance: If an intern is currently covered by CSUMB’s insurance plans, these benefits continue for interns on medical and family leave, as long as the leave is eligible pay. Children may be added to the intern’s health insurance policy if coverage is elected within 30 days of the birth or adoption.
   5. Disability Insurance: During a Family or Medical Leave, interns may be granted up to 6 weeks (for vaginal delivery) or up to 8 weeks (for C-section delivery) of temporary disability insurance payment.
   6. Requesting Leave: Whenever possible, interns must notify the CSUMB Human Resources at least 30 days prior to the leave of absence. Requests for leaves should be made in writing to human resources, stating the reason for the leave, the starting date, and the planned date for return to work.