Internship Training Manual

Table of Contents

• I. Introduction and Mission
• II. Philosophy of Doctoral Internship in Professional Psychology
• III. Specific Training Goals for Internship
• IV. Recruitment and Selection of Interns
• V. Internship Structure
• VI. Summary Table of Internship Activities
• VII. Intern Evaluation
• VIII. Internship Completion Criteria
• IX. Communication with Academic Programs
• X. Program Evaluation
• XI. Ethics
• XII. Client Records
• XIII. Interns’ Records
• XIV. Personnel Policies
• XV. Administration of the Internship
• XVI. Progressive Discipline and Due Process
• XVII. Intern Grievance Procedures
• XVIII. Intern Rights and Responsibilities
• Appendix 1–10: Concentration Descriptions
• Appendix 11: Evaulation Criteria
• About this manual

I. Introduction and Mission

CAPS was formed in 1978 when Indiana University merged two separate campus mental health/counseling services, the Counseling Center (operating within the Division of Student Services) and the Psychiatric Division of the IU Health Center. This new combined entity was called CAPS. The first Director of CAPS was a psychiatrist, Dr. Tom Foster, who had a strong commitment to preserving the best traditions of each unit—excellent psychiatric assessment and other clinical service as well as a determination to expand community health, outreach, and prevention. The initial staff was small with under ten full time providers. The successful integration grew and flourished in its first four decades.

During the 1980s, the Sexual Assault Crisis Service (SACS), staffed by two counselors and offering 24/7 crisis response as well as a variety of educational and preventive measures, addressed sexual violence on campus. During the 1990s, an after-hours telephone counseling service was made available to the campus, operating whenever CAPS was closed. CAPS began intentionally reaching out to underserved and ethnic minority students, creating the Diversity Outreach Team and offering satellite services located in the cultural centers. CAPS Now, a “rapid assessment and treatment matching” initial appointment was implemented in January 2015 to quickly assess the treatment needs, services, or resources that are best for the student. CAPS staff increased in 2016 in response to increasing utilization of CAPS when four new counselors were hired.

CAPS History written by Dr. Nancy Stockton, CAPS Director 2004-2018

In 2023, the model of service shifted to stepped-care. The purpose of this model is to provide flexible, culturally competent interventions for the campus community. Essential to this approach is the awareness of clinical needs to appropriate manage developmentally appropriate and subclinical concerns with higher autonomy and lower intensity interventions, and clinical concerns with lower autonomy and higher intensity interventions.

CAPS Mission Statement

Indiana University Bloomington’s Counseling and Psychological Services, in support of the overall mission of the University, provides high quality professional mental health services to help students meet their full potential—personally, academically, and socially. Within an accepting, sustaining, and compassionate setting, CAPS is a resource to attend to psychological needs, promote well-being, alleviate concerns, facilitate problem resolution, and enhance the success of our students.

As professional staff, we value our culturally diverse campus community. We are committed to ethical and professionally competent behavior consistent with our training, experience, and the mission of this university. While appropriately protecting confidentiality, we work collaboratively with other entities, both on-campus and off-campus, to promote a safe and healthy environment. During times when a critical event may occur, such as a student death or racial injustices on campus or in our nation, we are ready to offer timely response through consultation, debriefing, and follow-up to lessen trauma and promote resolution.

Services for students are designed to:

1. Facilitate adjustment to the university and larger social environment
2. Support academic persistence
3. Contribute toward personal development and maturation.

The four elements of CAPS mission are:

• To provide direct, multi-culturally informed services to students who present or are referred for evaluation and intervention centering on the emotional and behavioral problems that interfere with their ability to be successful in their academic work and to function in other spheres at levels consistent with their individual interests and abilities.
• To offer informational and skill-building programming that is respectful of diverse students’ ethnic and cultural backgrounds to the campus community on topics relevant to emotional health and successful functioning of all students and to collaborate with members of the campus community to create and sustain a respectful environment that allows students to fully partake of opportunities for academic and personal growth.
• To provide formal professional training experiences for advanced students in the behavioral health disciplines—enhancing multi-cultural competence is included in the goal of all training experiences.
• To contribute to the accumulated body of professional knowledge about the attitudes and behavior of university students as well as how they specifically relate to their mental health problems.

CAPS Commitment to Social Justice

At all times, we work diligently to provide culturally sensitive and relevant services for students, embracing their gender identity, race/ethnicity, sexuality, religion/spiritual beliefs, and all other representations of diversity. In addition, we are committed and willing to make a public stand for actively supporting human rights and influencing a positive campus environment, even when others may not popularly receive these in the community. This reflects qualities such as compassion, acceptance, and respectfulness, and demonstrates values of social justice.

II. Philosophy of Doctoral Internship in Professional Psychology

The American Psychological Association Commission of Accreditation has accredited our present internship since 1996 and we have been a member of the Association of Psychology Postdoctoral and Internship Centers since 1994. The educational model we employ subscribes to a practitioner-mentorship-developmental model for supervising and training doctoral psychology interns who desire to work with an adult outpatient or university student population. The practitioner focus of the program emphasizes the importance of applying existing knowledge and skills, including a thorough examination of empirically validated approaches to the provision of clinical services. The program’s mentorship focus stresses the primacy of the supervisor-supervisee relationships. The program’s philosophy posits that a psychologist’s development occurs in a matrix of didactic and interpersonal relationships; thus, the program offers rich supervision experiences in a variety of formats. Similarly, the program stresses the importance of collegial consultation. Clinical and supervisory experiences are the focus of the mentor-supervisor relationships. This relationship also addresses professional development.

Recognizing that interns follow a developmental trajectory, the program provides initial structure followed by increased autonomy as appropriate for the developmental level of the interns. The program recognizes interns’ continued need for support, so alongside expected supervision with experienced clinical staff members, the internship at IU CAPS provides time every other week for peer support. We also match certain seminars to critical times during the internship. Additionally, we provide opportunities to learn and interact with interns from the other Indiana UCC internship programs. As the year progresses, interns are encouraged in self-directed development. Thus, we expose interns to multiple professional models to help them develop their own professional identity. We emphasize an awareness of and respect for difference among professionals.

If at any point an intern wishes to seek personal counseling, a confidential provision of such services can be arranged (XIV Personnel Policies sec. I).

The generalist nature of the CAPS program prepares interns to work in university counseling centers and outpatient settings through exposure to clinical, supervision, and consultation/outreach experiences. The overarching goal of the program is to recruit, select, and train qualified psychology interns whose career goals include providing clinical services to individuals and groups, supervising psychologists-in-training, and engaging in consultation and outreach.

III. Specific Training Goals for Internship

The training committee has identified a number of goals for doctoral psychology interns. The training staff work with interns to develop skills in these areas, as appropriate to each intern's developmental level. The ultimate goal is that by the end of the internship, the trainee demonstrates competence in each of these areas at a consistency and an effectiveness for generally independent practice while utilizing awareness of personal/professional limitations to seek appropriate consultation and/or supervision when warranted.

A. Research

1. Stays informed about current psychotherapy research.
2. Aware of empirical issues regarding assessment instruments.
3. Applies research methods in a university counseling center setting.
4. Clinical case presentations apply current research in the field.
5. Works with fellow interns to plan, conduct, and evaluate the summer research project.
6. Completes responsibilities regarding the summer research and evaluation project in a timely fashion.
7. Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
8. Attends to all facets of research with appropriate attention to multicultural factors.
9. Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts regarding research in a university counseling center.

B. Ethical and Legal Standards

1. Shows awareness of and acts in accordance with the current APA Ethical Principles and Code of Conduct.
2. Shows awareness of and acts in accordance with the relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.
3. Shows awareness of and acts in accordance with relevant professional standards and guidelines.
4. Recognizes ethical dilemmas as they arise, and applies ethical decision-making processes, including consulting with senior staff or supervisors to resolve dilemmas.
5. Demonstrates knowledge of and acts in accordance with IUHC and CAPS policies, procedures, and internship handbook.
6. Conducts oneself in an ethical manner in all professional activities.
7. Manages caseload in a manner consistent with the agency service model.
8. Acquire and demonstrate the ability to formulate and write timely intake reports, assessment reports, progress notes, and letters for students or other professionals that are consistent with professional and ethical standards of care.
9. Produces and comprehends oral, nonverbal, and written communications related to ethics and legal standards of professional psychology that are informative and well-integrated; demonstrates a thorough grasp of professional language.

C. Individual and Cultural Diversity

1. Demonstrates an understanding of their own personal cultural history, attitudes, and biases and how this effects their interactions with people different from themselves.
2. Seeks consultation and uses supervision if cultural values or biases interfere or potentially interfere with expected responsibilities.
3. Demonstrates knowledge of current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities, including research, training, supervision, consultation, and service.
4. Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in all their professional roles (e.g., research, service and other professional activities).
5. Demonstrates the ability to work efficiently with individuals whose group membership, demographic characteristics, or worldview creates conflict with their own.
6. Demonstrates the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their career.
7. Demonstrates the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during their internship.
8. Demonstrates awareness and reflection about social justice and social advocacy roles.
9. Produces and comprehends oral, nonverbal, and written communications related to cultural and individual diversity that are informative and well-integrated; demonstrates a thorough grasp of professional language.

D. Professional Values, Attitudes, and Behaviors

1. Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, life-long learning, and concern for the welfare of others.
2. Engages in self-reflections regarding one’s personal and professional functioning.
3. Engages in activities to maintain and improve performance, well-being, and professional functioning.
4. Is prepared for each supervision meeting using supervision to reflect on personal and professional functioning.
5. Prepares for supervision by cueing video, identifying high risk cases, and collaborating in setting agenda.
6. Articulates goals for supervision.
7. Displays strengths and vulnerabilities and is prepared to show video recordings during supervision.
8. Actively seeks and demonstrates openness and responsiveness to feedback.
9. Uses supervision to clarify diagnoses, client conceptualizations, and treatment plans.
10. Uses supervision to explore interpersonal processes, including countertransference, potential conflicts, and/or parallel process.
11. Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

E. Communication and Interpersonal Skills

1. Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
2. Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrating a thorough grasp of professional language and concepts.
3. Is cooperative and collegial within agency clinical and work team.
4. Is knowledgeable and respectful of roles and perspectives of other professionals.
5. Treats all support staff and health center staff with courtesy and respect.
6. In accordance with APA Ethics section 1 on resolving ethical issues, intern actively works to address and resolve conflict as it occurs.
7. Demonstrates effective interpersonal skills and the ability to manage difficult communication well.
8. Clearly communicates goals and expectations to supervisors and supervisees.
9. Demonstrates effective communication skills when working with campus organizations, faculty, and staff.
10. Shares relevant clinical case content with others in a clear, concise, and precise manner.

F. Assessment

1. 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 student.
2. Demonstrates current knowledge of diagnostic classification systems, functional behaviors, and dysfunctional behaviors, including consideration of client strengths and psychopathology.
3. Interprets assessment results while following current research and professional standards and guidelines to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases.
4. Distinguishes aspects of assessment that are subjective from those that are objective.
5. Demonstrates understanding of human behavior within its context (e.g., family, social, societal, and cultural).
6. Demonstrates the ability to apply the knowledge of functional and dysfunctional behaviors, including context, to the assessment and diagnostic process.
7. Communicates orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
8. Attends to multicultural and ethical issues related to assessment.
9. Assess fully for risk factors (SI, HI, NSSI, substance use, trauma and abuse, disordered eating) for safety of client and others.
10. Collects relevant information through clinical interviews.
11. Performs meaningful mental status examinations.
12. Identifies biological, familial, psychological, social, developmental, substance use, and environmental factors contributing to the client’s current presentation.
13. Provides accurate data-supported DSM-5-TR diagnoses and conceptualization of the client’s problems.
14. Writes concise and precise standardized intake reports that support a working diagnosis.
15. Selects and applies assessment methods that draw from the best available empirical literature and that reflects the science of measurement and psychometrics; 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.
16. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.

G. Intervention

1. Establishes and maintains effective relationships with clients.
2. Develops evidence-based intervention plans specific to clients’ goals.
3. Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
4. Demonstrates the ability to apply the relevant research literature to clinical decision making.
5. Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking.
6. Evaluates an intervention’s effectiveness and adapts intervention goals and methods consistent with ongoing evaluation.
7. Implements risk assessments with ongoing clients as indicated.
8. In emergency or crisis situations, accurately assess the scope of their client’s crisis, including evaluating client’s immediate needs, strengths, and multicultural characteristics.
9. Develops an appropriate intervention plan with clients dealing with crisis.
10. In crisis situations, consults appropriately with staff and understands the importance of working as team in crisis situations.
11. Demonstrates ability to prioritize emergent need when dealing with a crisis.
12. Demonstrates skill in collaboration with clients to identify treatment goals and focus.
13. Makes appropriate use of agency and external treatment resources (SACS, group therapy, psychiatric referral, Student Health Center, Substance Use Intervention Services, campus cultural support systems) and communicates how the referral may be effective in addressing clinical concerns.

H. Supervision

1. Establishes a climate of trust, support, and understanding of supervisee by:
   • Attending to multicultural factors of supervisor, supervisee and clients (iii)
   • Being reliably available when scheduled and for consultation as possible
   • Working collaboratively with supervisee to define supervision process
   • Eliciting input from supervisee to develop specific supervision goals and maintaining a flexible focus on those goals
   • Working toward conflict resolution in constructive ways
2. Provides a positive role model for professional comportment.
3. Applies supervision knowledge with psychology trainees, or other health professionals.
4. Promotes awareness of and facilitates ethical practices in supervision.
5. Addresses supervisee’s professional/personal issues and behaviors relevant to professional development in a supportive manner.
6. Appropriately guides supervisee in developing a clinical approach.
7. Explores various therapeutic interventions with their supervisee such as confrontation, support, interpretation, risk assessment, and supervisee's timing of these interventions.
8. Diligently attends to the practical tasks of supervision including:
   • Accurately assessing and evaluating skill level of supervisee
   • Effectively communicating supervisee’s strengths and areas for growth to their supervisee
   • Reviewing recorded sessions provided by trainee on a regular and timely basis
   • Providing feedback on case records (intakes, progress notes, letters etc.) in a timely manner
   • Assisting supervisee with managing caseload.
9. Supervisor works collaboratively with the supervisee on establishing agenda for supervision sessions
10. Supervisor assists supervisee in clarifying differential diagnostic issues.
11. Supervisor assists in case conceptualization and understanding client dynamics.
12. Supervisor gives feedback on supervisee-client relationship.
13. Supervisor encourages and responds to feedback made by supervisee.
14. Supervisor uses appropriate self-disclosure.
15. Demonstrate knowledge of supervision models and practices.
16. Produces and comprehends oral, nonverbal, and written communications related to the provision of supervision that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.

I. Consultation and Interprofessional/Interdisciplinary Skills

1. Applies knowledge of these skills when consulting with individuals and their families, other healthcare professionals, interprofessional groups, other university constituents, or systems related to health and behavior.
2. Demonstrates knowledge and respect for the roles and perspectives of other professions.
3. Intern demonstrates knowledge of consultation models and practices.
4. Consults appropriately with supervisors regarding clients who show risk to self or others.
5. Makes effective use of clinical team for consulting with interdisciplinary staff.
6. Appropriately consults with and refers to psychiatric services.
7. Clearly conveys decision making process in consultation documentation.

J. Outreach

1. Intern communicates with university outreach requester and completes a needs assessment and identifies appropriate goals for the presentation.
2. Intern consults with the Outreach Coordinator or other CAPS/SACS staff as needed.
3. Intern always conducts themself as a professional representative of CAPS.
4. Intern attends appropriately to all aspects of diversity during preparation and delivery of outreach services.
5. Intern practices in accordance with ethical principles.
6. Intern chooses material that adequately challenges the audience in terms of difficulty level or readiness for change.
7. Intern uses “Outreach Feedback Form” and “Self-Reflection Form” to evaluate and reflect on outreach skills.

K. Group Counseling

1. Enhances cohesion early in the life of the group by facilitating positive and amiable group interaction.
2. Facilitates establishment of group norms.
3. Appropriately adjusts interventions to fit the developmental stage of the group.
4. Understands and uses “group process.”
5. Makes use of the “here and now” (immediacy).
6. Confronts the group or its members in a therapeutic manner.
7. Facilitates affect and deepens emotional experiences.
8. Offers helpful explanations or interpretations of group behavior.
9. Formulates accurate conceptualizations of the group’s process.
10. Uses “individual” interventions in a manner sensitive to the group context.
11. Uses self-disclosure appropriately.
12. Appropriately makes use of structured activities.
13. Clearly and concisely articulates interventions.
14. Integrates diversity issues into the therapeutic work of the group.
15. Assists members in consolidating and integrating gains from group experiences.
16. Prepares members for the ending of their group experience.
17. Completes notes and tends to administrative tasks in a timely fashion.
18. Interacts with co-facilitator in a collaborative manner.
19. Is receptive to feedback.
20. Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.

IV. Recruitment and Selection of Interns

Indiana University CAPS is committed to being open and accessible to clients, staff, and trainees from all ethnic, racial, and personal backgrounds. CAPS and the doctoral psychology internship fully abide by Indiana University’s Non-Discrimination/Equal Opportunity/Affirmative Action policy statement, which reads:

Indiana University pledges itself to continue its commitment to the achievement of equal opportunity within the University and throughout American society as a whole. In this regard, Indiana University will recruit, hire, promote, educate, and provide services to persons based upon their individual qualifications. Indiana University prohibits discrimination on the basis of age, color, disability, ethnicity, sex, gender identity, gender expression, genetic information, marital status, national origin, race, religion, sexual orientation, or veteran status.

As required by Title IX of the Education Amendments of 1972, Indiana University does not discriminate on the basis of sex in its educational programs and activities, including employment and admission. Questions specific to Title IX may be referred to the Office for Civil Rights or the University Title IX Coordinator.

Indiana University shall take affirmative action, positive and extraordinary, to overcome the discriminatory effects of traditional policies and procedures with regard to the disabled, minorities, women, and veterans.

This policy was first approved by the IU Board of Trustees on November 21, 1969, and was most recently amended on June 14, 2024.

The internship is a member of and follows the recruiting practices outlined by the Association of Psychology Postdoctoral and Internship Centers (APPIC). In order to be considered for an internship, candidates must fulfill the following qualifications:

• Are enrolled in a doctoral program in counseling or clinical psychology
• Are able to submit departmental documentation that all formal course work, practica, comprehensive examinations, and dissertation proposal defense will have been successfully completed by the November 1 deadline for application
• Completed a minimum of three years of graduate training
• Completed a minimum of 800 practica hours, of which at least 450 were in direct provision of clinical services
• Note: CAPS staff support and appreciate trainees engaging in their own counseling/therapy work, and we will be pleased to make referrals for students who are interested in such work. However, due to dual role conflicts, anyone who has accessed IU Counseling and Psychological Services (CAPS) services, beyond an initial consultation/case management appointment, is not eligible for an internship at IU CAPS. 

Applications must include:

• A completed online APPIC Application for Psychology Internships (AAPI-online), including a Verification of Internship Eligibility and Readiness
• Official transcripts of all graduate work
• A curriculum vitae
• Three letters of reference, including two from current or former clinical supervisors commenting on the applicant’s clinical practice, and
• A cover letter describing interest and fit with our program

The Associate Director of Training first reviews candidates’ applications and eliminates applicants based on their experience and fit with our internship. The remaining candidates’ applications are divided among the training committee and current interns who are interested in participating in this process. Interns who chose to participate in this process must agree to maintain confidentiality about all information regarding the application and our screening/selection process. They are invited to recuse themselves and/or share information about applicants as their conscience dictates. The training committee and interns evaluate applicants on the strength of their clinical experience, academic background, letters of recommendation, and personal statements. This group meets and decides whom to interview. Applicants are notified about our intention to interview by December 15. Staff psychologists conduct a standardized virtual interview of selected applicants. On occasion, current interns participate in the virtual interviews. After the interviews, the Associate Director of Training contacts the applicants in order to answer additional questions or concerns. The interviewees are also encouraged to contact current interns to discuss the internship, IU, Bloomington, or any other concern they may have. The applicants selected for telephone interviews are invited to an open house at CAPS. This opportunity is optional, but it does provide applicants a chance to see the facility firsthand and allows the reviewers and entire staff more exposure to the applicants. After the open house, the training committee psychologists and interns who are involved in this process meet to rank candidates.

V. Internship Structure

The internship is administratively designed and run by the training committee, which consists of the Associate Director of Training, the practicum coordinator, and clinical and concentration supervisors. The training committee meets regularly throughout the year to discuss trainees’ progress, potential problems, and to address programmatic issues. Various components of the internship are evaluated throughout the year to ensure the continued high quality of the program. The Associate Director of Training is charged with overseeing the day-to-day operation of the training program.

The doctoral psychology internship comprises a number of components, which are described below. Some of the time elements vary throughout the year in response to clinical demands:

A. Individual Assessment

At the beginning of internship, interns may have up to 5 intakes a week to help build initial caseload. Towards the middle of fall semester, interns can usually reduce to 4 intakes a week. Interns typically continue with these clients and have the option (in consultation with their supervisor) to refer them for other services.

B. Individual Counseling

Interns meet with individual clients approximately 16 hours each week.

C. Emergency Walk-in Coverage

Interns cover daytime crisis service 3–4.5 hours each week. They assess students presenting in crisis, work with students to manage the crisis, consult via telephone or in person with concerned others, and collaborate with their supervisors and CAPS psychiatric staff to facilitate hospitalizations as needed. Senior staff members are available for backup.

D. HSPP Primary Supervision

Primary supervision dyads are established for around six months, so interns will have at least 2 HSPP supervisors over the course of the internship. Interns submit a rank order list of their choice for primary supervisor from the psychologists who are available to supervise, which will be taken into account as supervision dyads are assigned. Interns are made aware that any information discussed in supervision may be shared with the Associate Director of Training and/or the Training Committee.

Using a mentorship-developmental model, interns are supervised by a licensed psychologist throughout the year. A total of 2 hours each week are devoted to HSPP supervision meetings. Initially, all clinical services are expected to be recorded. As the internship continues, discussions with primary supervisors may result in easing the recording expectation. Interns are expected to notify their supervisor of any emergent issues related to clients including possible ethical issues, threat to self or others, hospitalizations, or psychosis. The supervisor and intern will identify a format for their supervision sessions, but it is expected that they will include review of recorded sessions (intakes, follow-up, emergency services) and in-depth discussions of intern’s clinical work. Supervision includes review of recorded intakes, follow-up, and emergency sessions, and in-depth discussions of intern’s clinical work. Written reports, progress notes, letters, referrals, and other work related to client contact are reviewed. Interns are expected to develop a self-reflective stance in exploring their clinical work and professional relationships with an aim toward developing better clinical skills and a stronger professional identity.

E. Group Counseling

Using a mentorship-developmental model, interns typically start with co-facilitation (with senior staff) of a once weekly, 1.5-hour, interpersonal process group. During the spring semester, interns add a second group to co-facilitate (with senior staff), which may be another interpersonal process group, a support group, or a psychoeducational group depending on their training needs. It is encouraged that the second group be an area in which the intern has less experience to round out their group training. There are opportunities for interns to co-facilitate groups with other interns later in the internship. 

F. Group Counseling Supervision

Interns are provided three forms of supervision of their group counseling:

1. Interns meet weekly with their senior staff co-facilitator for thirty minutes of debriefing and supervision around each group session.
2. Every other week, interns meet together with the Group Program Coordinator for one hour to discuss Yalom’s The Theory and Practice of Group Psychotherapy or Corey & Corey’s Groups: Process and Practice text and process their clinical group work, including reviewing recorded group therapy sessions.
3. On the opposite week, interns participate in “Group Team” with all senior staff who facilitate interpersonal process group therapy to explore group issues, review facilitators’ group therapy work, and review selected recordings of any facilitator’s group therapy work.

G. Provision of Primary Supervision

Predoctoral psychology practicum clinicians (usually from IU’s Department of Counseling Psychology) are onsite for the fall and spring academic semesters. Each practicum clinician is individually supervised by a CAPS intern for 1.5 hours each week. Each of these supervision sessions is video recorded. Interns complete a one-page critique of each supervision session. The Coordinator of the Predoctoral Psychology Practicum provides interns with 1.5 hours of group supervision of their supervision which includes review of their supervision recording. The Coordinator of the Predoctoral Psychology Practicum signs off on practicum clinician notes (i.e., intake reports, progress notes, correspondences etc.) after the supervising intern has reviewed and supervised the practicum clinician in editing their notes. The practicum clinicians also receive 1.5 hours of group supervision per week with the Coordinator of the Predoctoral Psychology Practicum.

H. Progress Notes

Interns are expected to type notes for all sessions, daily. These notes, any consultation notes, and supervisee notes need to be addressed and forwarded to appropriate supervisors within two working days.

I. Outreach and Consultation

Consistent with our program’s developmental focus, interns initially “shadow” senior staff on outreach programs. As they gain experience, interns may develop outreach programs in line with their own interests and in consultation with the outreach coordinator, who manages incoming requests for presentation from the campus community. Each intern is expected to individually facilitate a minimum of three outreach programs per semester (this may include or be in addition to other group projects in which interns are involved). 

J. Clinical Concentrations

See appendices 1-10 

CAPS offers 10 separate year-long concentrations (dependent on current staff and program availability):

• Brain Injury: Focused on providing brain injury-informed services to students who are living with the effects of brain injury
• CAMS/Risk Assessment: Focused on building competence in the utilization of the Collaborative Assessment and Management of Suicidality (CAMS) for the assessment and treatment of suicidality
• Coalition for Overcoming Problem Eating/Exercise (COPE): A multidisciplinary approach to disordered eating/exercise and body image issues (This concentration is suspended until specialist position in eating disorders is filled and may not be offered the 2025-2026 training year.  We will update the website when there is more clarity.)
• Diversity Outreach: Focused on reaching out to underserved populations through various university diversity-themed student centers
• Gender Affirming Care: Focused on developing competency in providing support to students through various stages of gender expression and transition
• Grief and Loss: Focused on grief and loss counseling
• Group: Focused on providing broader training in the provision of group services
• Sexual Assault Counseling Services: Focused on treatment of survivors of sexual assault and relationship violence across the lifespan
• Spanish Language: Focused on provision of culturally-informed services in Spanish
• Supervision: Focused on providing broader training in the provision of supervision

After a thorough orientation to all ten concentrations, interns will submit a ranked list of their top three options. The training committee will then appoint each intern to one of the concentrations. Concentrations are supervised conjointly by specialized staff in the area of concentration and by intern’s primary HSPP supervisor. These concentrations are meant to offer the interns an opportunity to perform in the role of adjunct service provider to the overall CAPS mission. Previous interns have commented that being able to speak of such experiences, regardless of their assigned concentration, has prepared them for interviewing at counseling centers with similar adjunct services.

K. Seminar Series

1. Specialized seminars
   • Diversity Issues: Twice monthly, throughout the internship year, an hour-long seminar focused on issues of diversity is presented by senior staff.
   • Theoretical Seminar: Twice monthly, throughout the internship year, an hour-long seminar led by a member of training committee with focus on application of theory.
   • Research Seminar: Scheduled throughout the year with CAPS staff, interns will review research regarding college counseling centers and develop a research project collaboratively with their cohort. Interns will develop a proposal by spring break and utilize summer hours to complete project and present to staff. 
2. Topical seminars
   During the academic year, interns meet weekly for either a 1.5-hour topical seminar or a 1-hour journal study. Topical seminars consist of topics relevant to university counseling and are presented primarily by members of CAPS senior staff or by psychologists from the community.
3. Journal study
   Journal study is facilitated by a senior staff psychologist and is alternated with topical seminars throughout the internship year. The journal study focuses on recent (within the past 5 years) articles on a range of topics related to university counseling.

L. Clinical Approach Presentation

This presentation is a required year-end experience in which interns present their approach to providing individual therapy/counseling. In some ways, this experience should mirror job interview clinical presentations. Client clinical information is used merely as an illustration of how the intern clinically conceptualizes and intervenes in most cases. The presentation is given to the entire clinical staff. The psychology staff and other clinical staff members submit evaluations. Information from these evaluations is submitted to the Associate Director of Training, who then forwards it to the intern’s individual supervisor to give feedback to the intern. The core components of the Intern Clinical Approach presentation are:

• Clarity and theoretical soundness of the conceptualization
• Thoroughness and accuracy of assessment and diagnosis
• Appropriateness of intervention strategies
• Awareness of and use of self with regard to case conceptualization, treatment planning, and intervention
• Appropriateness of goals for counseling
• Commitment to, and concern for, client’s welfare
• Willingness and ability to take risks
• Integration of diversity issues with regard to case conceptualization, treatment planning, and intervention
• Professional quality

M. Multidisciplinary Clinical Team Meeting

Small interdisciplinary teams of CAPS staff and trainees meet weekly for one hour for case discussion.

N. Staff Meeting

CAPS full-time staff and interns meet for 1 hour weekly. Staff meetings are chaired and run by the Director of CAPS and involve administration business, campus networking, diversity presentations, and, at the end of the internship, intern formal clinical approach presentations.

O. Administrative Time

Interns have approximately 5 hours each week for paperwork and other administrative tasks relevant to their clinical and outreach/consultation responsibilities. An additional 2 hours is provided for administrative functions related to supervision of practicum student.

P. Research Activities

Over the internship year, interns plan and complete a research project related to CAPS or the university’s mission. A member of the training committee supervises this project as a part of the Research Seminar. CAPS is pleased to encourage interns to present their research at professional conferences.

Q. Intern Support Group

Interns add half an hour to a regularly scheduled 1 hour lunch every other week for a self-led peer support group.

R. Associate Director of Training Lunch

Interns meet with the Associate Director of Training every other week for 1.5 hours over lunch to discuss issues relevant to interns’ training.

S. Indiana Statewide University Counseling Center Training Opportunities

Interns meet with the Directors of Training and doctoral psychology interns from other in-state APA accredited university counseling center internship sites, which has historically included Butler University, Purdue University, Ball State University, the University of Notre Dame, and IU Indianapolis. These meetings occur up to five times a year and focus on various topics relevant to university counseling centers. At the end of the year there is an overnight retreat to process the internship experience.

T. Required Internship Hours

It is expected that interns will complete 2,000 internship hours, including at least 500 direct service hours. Direct service hours are the sum of client contact and clinical contact hours. Client contact hours are time spent in face-to-face counseling contact with clients (i.e., individual, group, or crisis counseling). Clinical contact hours include time spent providing outreach/liaison services and supervision. Internship hours are the sum of all hours spent in service to CAPS’ clinical and training missions (i.e., providing clinical services, attending and preparing for various training experiences, attending all meetings as scheduled, completing paperwork, and other clinical responsibilities) plus approved job-related time off from CAPS (i.e., paid IU holiday time, time for job interviewing, time presenting at approved conferences, and time for dissertation defense). Therefore, vacation and sick time do not count toward internship hours. Time spent in the service to CAPS clinical mission and training outside the expected 40 hours a week is not subject to remuneration but can apply to internship hours. In order to keep track of accumulated hours, monthly hours logs will be submitted to Associate Director of Training. Time sheets for financial remuneration are required to be completed daily and submitted to the Associate Director of Training every other week.

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VII. Intern Evaluation

Processing and exchanging feedback is the primary purpose of evaluation. The process of evaluation clarifies the trainee’s relative strengths and weaknesses, identifies areas of potential growth, and informs trainees regarding their progress in the program. Evaluation forms generate discussion and provide trainees, their home institution, and our program with a written record of the trainees’ performances. To pass internship at the end of year, the overall score (mode) in each competency area must be at least a level 7 (entry level profession), with 75% of all items in each competency being rated a 7, and with no items falling below a level 6.   

Senior staff complete evaluation forms and discuss them with interns. Interns have an opportunity to respond to the evaluation in writing before the evaluator and intern sign the document. These forms are scored on a nine-level scale (see APPENDIX 11 for details).

We have found that requests to complete additional evaluations from students’ home departments are redundant and not an appropriate use of our training staff's time. Therefore, we respectfully decline to respond to such requests.

A. Intern Self-Assessment

Interns are required to complete a self-assessment of the eleven major internship goals prior to arriving on site. The self-assessment helps guide the goal setting process.

B. Fundamental Counseling Skills Assessment

Completing the Fundamental Counseling Skills Assessment form establishes baseline skills that facilitate forming goals. Interns select a therapy session, review the recording, and rate themselves on each skill area. The intern’s HSPP supervisor views the same session and rates the intern in each domain. The intern and supervisor meet to discuss the video, the skill areas, and associated learning domains, in order to identify training goals. This first critique is for training purposes only. This assessment is due by October 1 of the internship year.

C. Primary Supervisor (HSPP) Evaluation

The supervisor and intern review the Primary Supervisor Evaluation. Supervisors are expected to offer formative evaluation and give feedback to the intern as the semesters progress. If the formative evaluation is in hardcopy form, it is kept between the supervisor and the intern and not placed in the intern’s official file.

Supervisors complete summative evaluation called Primary Supervisor Evaluations two times a year: in January at the end of the first semester and in July at the end of the internship. Supervision dyad rotations occur at the end of the winter break. The first six internship goals are covered in these evaluations:

1. Ethical and Legal Standards
2. Individual and Cultural Diversity
3. Professional Values, Attitudes, and Behaviors
4. Communication and Interpersonal Skills
5. Assessment
6. Intervention
7. Consultation and Interprofessional/Interdisciplinary Skills

The Primary Supervisor Evaluation is kept in the intern's permanent file. 

D. Provision of Supervision Skills

At the end of each academic semester, the Practicum Coordinator evaluates the intern's supervision skills, internship goal #8, using the Supervisor Skills Form. End of the semester evaluations include a critique of a faux letter of recommendation that interns write for their practicum supervisee.

E. Group Therapy Skills Evaluation

The senior staff co-facilitating the group with the intern evaluates the intern’s group skills, internship goal #11. The Group Program Coordinator also offers narrative evaluation of each intern. This evaluation is done using the Group Skills Evaluation form. The evaluation is completed each semester (fall, spring, and/or summer) and is discussed with the intern by the evaluator of record.

F. Outreach

The Outreach Coordinator evaluates interns’ outreach skills, internship goal #10, at the mid-point and end of the internship. Interns get feedback completed by audience members at each of their outreach programs and the Outreach Coordinator completes the Outreach Evaluation form to provide feedback to the interns.

G. Research

A psychologist responsible for supervising the interns’ annual research project and conducting the research seminar will complete the Research Skills evaluation form on each intern for goal #1.

H. Clinical Concentrations

Interns’ concentration areas will be evaluated each semester by their concentration supervisor using the respective concentration evaluation forms.

I. Intern Clinical Approach Presentations

This presentation is a required year-end experience in which interns present their approach to individual therapy. Client clinical information is used to illustrate how interns conceptualize and intervene with most clients. The presentation is given to the entire clinical staff. Clinical staff are invited to submit evaluations. The Associate Director of Training receives these evaluations and forwards the forms and a summary form of the scores from all the staff’s evaluations to each intern’s individual supervisor for feedback and discussion.

J. Use of Evaluations

Evaluations inform discussions in the Training Committee regarding intern progress. Corrective actions or recommendations to enhance the training experience may be proposed. Mid-way through the internship, the Associate Director of Training sends a letter to interns’ academic programs that reviews the intern’s progress.

Serious deficiencies in an intern’s skill development or professional progress are communicated to the trainee orally and in writing as soon as deficiencies come to the attention of the training staff. The intern’s academic program is notified of the problem(s). The Associate Director of Training, supervisors, academic program, and trainee establish a plan for remediation of deficiencies. (See Progressive Discipline and Due Process.)

VIII. Internship Completion Criteria

In compliance with APA Accreditation Guidelines, the program has developed internship completion criteria. Criteria are as follows:

• Completion of 2,000 internship hours.
• Completion of a minimum of 500 direct service hours.
• Facilitating a minimum of two counseling groups.
• Outreach and consultation: Minimal participation in agency activities as set by coordinator of outreach and consultation at the beginning of the year, including co-chairing one awareness/screening event.
• To pass internship at the end of year, the overall score (mode) in each competency area must be at least a level 7, with 75% of all items in each competency being rated a 7, and with no items falling below a level 6.
• Satisfactory completion of the Clinical Approach presentation.

IX. Communication with Academic Programs

During the intern selection process, verification of intern candidates’ readiness for internship is required in writing from the director of their academic programs. Following a candidate’s oral acceptance of CAPS’ formal offer of internship on or after national selection day, an offer letter is sent to the candidate and copied to the academic program training coordinator. It is expected that selected interns formally accept the offer of the internship position with a hard copy letter of acceptance.

During the internship, informal telephone contacts or formal letters are initiated by the Associate Director of Training with the academic program as needed. After formal evaluations in January, the Associate Director of Training sends a letter to the training coordinators of interns’ academic programs outlining progress, any CAPS concerns, and future training goals and plans. Final letters are sent by the Associate Director of Training to the academic programs near the conclusion of the internship year detailing interns’ competencies and summarizing interns’ participation in our training program.

X. Program Evaluation

The training program is evaluated throughout the year.

Ongoing informal verbal feedback about the interns’ experience of the training program is gathered every other week at the Associate Director of Training lunch and ad hoc as needed throughout the year.

More formal evaluations of the various components of the internship program are done with the following evaluation forms:

• Evaluation of Orientation Activities—Interns evaluate the activities of orientation including administrative, clinical, ethics, and information technologies orientations. Interns also travel to various student services during orientation and are asked to evaluate those experiences. There are also various didactic trainings the interns attend, and the interns are required to evaluate these experiences as well.
• Evaluation of Supervisor—Interns evaluate their primary supervisors (changed once during the year) at the end of the supervision rotation. Quality of supervision is discussed with the primary supervisor and the evaluation form is signed by the intern and supervisor then submitted to Associate Director of Training.
• Evaluation of Group Therapy—Interns complete an evaluation of group supervision form and discuss it with their group supervisor. This form is signed by the intern, the Coordinator of Group Program, and group supervisor. The form is submitted to the Associate Director of Training.
• Evaluation of Supervision Training—Interns complete a supervision of training evaluation form and discuss it with the Practicum Coordinator, who provides supervision for interns’ provision of supervision. This form is signed by the intern and Practicum Coordinator and submitted to the Associate Director of Training.
• Evaluation of Outreach—Interns complete the Outreach Evaluation Form and discuss it with the Outreach Coordinator. The form is signed by the intern and the Coordinator of Outreach and submitted to Associate Director of Training.
• Evaluation of Clinical Concentrations—Interns evaluate the concentration to which they have been appointed using the appropriate form for each experience. This evaluation is discussed by the intern and the supervising staff member(s), signed, and submitted to the Associate Director of Training.
• Evaluation of Topical Seminars and Journal Study—Each semester (fall, spring, and summer), interns anonymously evaluate each training seminar using the Topical Seminar Evaluation form, which is submitted to the Associate Director of Training.
• Evaluation of Specialized Seminars—Interns anonymously evaluate specialized seminars (diversity and research) using the appropriate form at the conclusion of each seminar. These forms are submitted to the Associate Director of Training.
• Evaluation of Diversity Seminar—Twice monthly diversity seminars are evaluated anonymously at the end of the internship year. These forms are submitted to the Associate Director of Training.
• Evaluation of Associate Director of Training—At the conclusion of the internship, an anonymous evaluation of the Associate Director of Training is submitted to the Director of CAPS.
• Evaluation of Internship—Interns anonymously complete the Evaluation of Internship by Intern form at the end of the internship year. This information is de-identified and submitted to the Associate Director of Training.
• Post Internship Evaluation—This evaluation is sent to all alumni who have completed the IU internship approximately one year after completing the internship. The information is de-identified and submitted to the Associate Director of Training.
• Recruitment Evaluation—Between May and August each year, an online survey is sent to our top 15 ranked applicants asking for information regarding our recruitment and selection process. This information is de-identified and submitted to the Associate Director of Training.

The interns are encouraged to complete and submit these evaluations anonymously. The evaluations are created on Qualtrics so that they can be anonymous, and the summary of the results can be viewed by the Associate Director of Training. The results of these evaluations are presented to the training committee and staff involved in that year’s internship training. Revisions to the training program are made on the basis of this feedback.

XI. Ethics

A major focus of the internship training program is to produce ethical and competent psychologists. Seminars focus on the APA Ethical Principles of Psychologists and Code of Conduct and federal and state law pertaining to the practice of psychology. Training helps interns to identify and resolve ethical dilemmas common to clinical settings. Interns consult with supervisors, the Associate Director of Training, or their clinical team for assistance with the ongoing application of ethical principles to their clinical work.

CAPS training staff is committed to helping interns recognize and grapple with ethical dilemmas related to their work. Throughout the year, seminars focus on ethical issues and Indiana statutes. During these sessions, principles and standards are carefully reviewed and applied to counseling situations. Supervisors review ethical principles applicable to trainees’ caseloads. Concerns most frequently reviewed include confidentiality and informed consent, crisis intervention, client needs, and duty to warn.

In addition to orientation, seminars, and supervision, interns participate in multidisciplinary clinical teams where legal and ethical concerns are openly discussed. Group discussion of ethical and legal issues helps interns to consider different perspectives and generate creative and defensible solutions to ethical dilemmas.

Research conducted at CAPS involving human subjects must be approved by an IU Student Health Center Research Committee and the University Human Subjects Committee. Each project is subject to the Associate Director of Training and CAPS approval. The study must meet APA and Indiana state ethical guidelines.

Interns are expected to:

1. Develop an awareness and understanding of the APA Ethical Principles of Psychologists and Code of Conduct
2. Develop an awareness of the following statutes and legal decisions:
   • Indiana Code Title 25: Professions and Occupations
     • Psychologists (Indiana Code Title 25 Article 33)
     • Behavioral Health and Human Services Professionals (IC T25 A23.6 chapters 1–11)
       • Social Workers
       • Marriage Family Therapists
       • Mental Health Counselors
       • Addiction Counselors/Clinical Addiction Counselors
     • Indiana Code Title 12: Human Services
       • Voluntary and Involuntary Treatment of Mentally Ill Individuals (IC T12 A26 c1–16)
         • Immediate Detention by Law Enforcement  IC T12 A26 c5)
         • Emergency Detention (48-72 hours, IC T12 A26 c5)
         • Temporary Commitment (90 days, IC T12 A26 c6)
         • Regular Commitment (more than 90 days, IC T12 A26 c7)
       • Duty to Report Endangered Adult (IC T12 A10 c9-12)
     • Indiana Code Title 31: Family Law and Juvenile Law
       • Duty to Report Child Abuse or Neglect (IC T31 A33 c5)
     • Indiana Code Title 34: Civil Law and Procedure(IC T34 A30 c16)
       • Limits to immunity from civil liability regarding violent behavior of patient (IC T34 A30 c16.1)
       • Duty to warn or take reasonable precautions (IC T34 A30 c16.2)
       • Immunity from liability re: patient privacy and confidentiality (IC T34 A30 c16.3)
     • Indiana Code Title 16: Health: Health Records
       • Release of Mental Health Records (IC T16 A39 c2–4)
     • Indiana Administrative Code Title 868 State Psychology Board
     • The Family Educational Rights and Privacy Actas pertains to student records

3. Review CAPS supervision disclosure with clients during intake sessions and provide appropriate additional disclosures
4. Demonstrate appropriate concern and advocacy for client and community welfare
5. Conduct themselves in an ethical manner at all times

XII. Client Records

Client records shall be maintained in accordance with Indiana Title 868. The supervising clinician shall read and sign all intake and psychological testing reports, progress notes, and correspondence. A record of the identity of the supervising clinician shall be kept in the client file.

All confidential information must be handled in accordance with standards for confidentiality. All client identified material must be kept on site at all times. If there is a need to remove such material, the Associate Director of Training must be consulted. Client-identified paperwork must not be kept in personal offices but placed in a locked storage area within the mailroom. Otherwise, such material should be returned to the scanning folder in the front office area to assure it is scanned into electronic files or destroyed by depositing the material in the confidential shredding bin.

XIII. Interns’ Records

Intern records will be maintained at CAPS by the Associate Director of Training in both hard copy and electronic file forms and include, at minimum:

• Materials submitted by or on behalf of the intern in support of their application for internship
• Intern evaluations that are signed by the intern and supervisor
• Copies of correspondence with the intern’s academic program coordinator
• Copies of written records generated under Progressive Discipline and Due Process

Copies of letters of recommendation submitted by CAPS staff on behalf of interns are kept by individuals who are asked to submit such letters.

At the discretion of the Associate Director of Training, records of interns may also include other information relevant to the intern’s performance, interaction with staff and other trainees, and professional conduct. Intern files will be maintained indefinitely.

XIV. Personnel Policies

A. Salary

The annualized salary for psychology interns for 2025-26 is $33,425.60. Each intern position is formally titled “Doctoral Psychology Intern.” Intern positions are full-time (40 hours per week).

B. Paid Time Off (PTO)

Interns accrue 4.31 hours of vacation and 3.70 hours of sick time each biweekly pay period. This can be used for vacation, sick leave, job interviews, dissertation defense, and other reasons. Interns are also granted the same IU holiday time off as senior staff. Interns must discuss leave requests with their primary supervisor, and submit written leave requests to the Associate Director of Training for approval. Vacation and sick hours, with the exception of job interviewing and time for dissertation defense, are not considered time worked for calculating the total hours of the internship.

C. Insurance

Interns may enroll in one of the university’s medical/dental plans with the same coverage as other full-time staff members. The cost to the intern is dependent on the plan benefits and number of family members covered. Interns are covered by the university’s group term life insurance. Up-to-date details about the university’s benefit plans can be found at the Benefits at Indiana University web page.

D. Use of CAPS Resources

CAPS resources are to be used for purposes consistent with the agency’s goals and mission. Use of CAPS resources (computer and video equipment, copying equipment, fax, long-distance telephone, etc.) for personal objectives and purposes is forbidden. Examples include communication with the trainee’s home department about dissertation issues, copying materials for dissertation or research purposes unrelated to CAPS, making long-distance calls to prospective employers, and making long-distance calls to significant others. If the trainee is in doubt about the appropriateness of their use of CAPS resources, they should contact the office manager.

It is EXTREMELY important that interns abide by all expectations of maintaining the privacy of CAPS clients. This includes but is not limited to: keeping conversations (telephone, in-person, and any written communication) confidential and out of sight or hearing of non-CAPS personnel; utilizing locked file in mail room for storage of materials which contain confidential information; not using the computer in public locations where client information could be seen; and deleting all video recordings at the end of internship.

E. Non—IU CAPS Employment

The internship at IU CAPS is a rigorous full-time experience that requires a 40-hour-per-week commitment and occasionally more during certain times of the year. Therefore, we do not support interns having employment in addition to the internship. In some situations, such as when extenuating financial circumstances necessitate additional income, a case-by-case consultation with the Associate Director of Training is necessary. A final decision will be made through consultation with the Training Committee. Outside employment may not interfere with the intern’s ability to perform required duties, nor may it conflict with the requirements and schedule of the training program. No second employment can be performed during the regular business hours of IU CAPS, which are 8:00 a.m. to 5:00 p.m., Monday through Friday, and after-hours requirements such as crisis coverage or outreach/consultation.

F. Hiring of Current Interns to Permanent Staff Positions

In order to avoid disruption of the internship experience that may arise when interns are competing for a staff position at their internship site, it is CAPS policy to exclude current interns from consideration for full-time professional staff positions. CAPS further recognizes that the agency’s needs are often best served by recruiting staff members with experience or training at other counseling centers or agencies. At the discretion of the agency, CAPS may employ interns after the end of their internship on a part-time or temporary basis.

G. Social Media

Interns’ engagement with social media platforms (Facebook, Instagram, Snapchat, X, LinkedIn, etc.) must be based on thoughtful professional judgment. By virtue of their role as professional staff, interns represent IU CAPS and SACS within the IU and Bloomington communities. Thus, they must consider how their engagement in social media could create the potential for dual/multiple relationships on social media. This could include, but isn’t limited to, former, current, and potential clients; prospective employers; and colleagues, both within and outside CAPS. Interns are encouraged to maintain the strictest privacy settings to try and prevent those multiple relationships. Should a current/past client reach out to an intern over social media, the intern should bring it to the attention of their supervisor and/or the Associate Director of Training to identify ethically justifiable next steps. 

Interns are also encouraged to use their professional judgment when posting on social media, especially when it comes to issues that may be a reflection of their personal values and beliefs, or issues that may be controversial and/or highly charged. While Indiana University is committed to the free and civil exchange of ideas, as employees of Indiana University, interns need to be aware of IU Policy on Political Activity and Policy on Contact with State Officials, Federal Officials, and Political Campaigns, and Other Political Activities, including that “the employee must make clear that they are acting as a private citizen and is in no way representing the university”  and “Indiana University resources must not be used when engaging in personal political activity.”

To avoid a HIPAA violation, interns must not post information regarding their work with clients on social media. It is also discouraged to post pictures that are taken within the workplace in order to make sure no PHI is included in the background of the picture.

Issues regarding interns’ use of or posting on any social media platform may be discussed among the Training Committee including the Associate Director of Training resulting in possible consequences for interns.

H. Intern Termination

Termination of an intern from the training program can be recommended by the Associate Director of Training in extreme circumstances. Examples include acts of aggression against a staff member or client, or serious ethical misconduct. Termination can also be recommended by an Advisory Review Panel (see Progressive Discipline and Due Process) if the Advisory Review Panel concludes that problematic behavior (defined in section A of Progressive Discipline and Due Process) is both serious and resistant to change. After the intern is notified in writing of a recommendation to terminate from the internship, they may choose to appeal the decision to an IU Health Center Appeals Committee (see section H of Progressive Discipline and Due Process).

I. Miscellaneous

Indiana University is self-insured with respect to professional malpractice. Interns do not need to carry additional professional liability insurance. Each full-time intern has their own office, furnished similarly to the offices of the professional staff. Offices contain a desk, desk chair, bookcases, telephone, side chairs, and other typical office accessories. Intern offices are equipped with web-based video/audio recording equipment. All recordings made on these systems are stored on a secure Student Health Center server available to only select members of CAPS/SACS staff involved in their training. As interns complete their internship, all saved recorded material is destroyed. Intern offices are further equipped with Windows-based laptop computers that are connected via Ethernet to the university’s computing system. CAPS uses state-of-the-art electronic medical records, and scheduling system; all interns will receive training on these during orientation. A copier with scanning function is available for CAPS-related use. A refrigerator, microwave oven, and coffee machine are available. The Herman B Wells library has a cafeteria; there are a number of restaurants within walking distance. CAPS currently employs an office manager and three support staff. The front desk staff typically schedule intakes and appointments for staff and interns. 

As part of IU policy and procedure for employment as an intern, interns will need to complete background checks prior to starting at CAPS. 

Cathy Batka, Ph.D. (812-871-4018), is a local psychologist, and former IU CAPS internship training member, with whom interns can consult about obtaining personal therapy. Dr. Batka works with the understanding that these consultations are confidential and not to be shared with CAPS staff.

Convenient parking is available to interns by permit through the office of Parking Operations. Interns have unlimited access to the university’s extensive library system, with over 5,000,000 holdings. The Herman B Wells Library, IU Bloomington’s main library, is located across the street from the Student Health Center. PsycARTICLES, PsycINFO and many information retrieval systems are available at CAPS via Ethernet. Indiana University’s extensive recreational sports facilities including exercise rooms, swimming pools, squash and racquetball courts, basketball courts, and tennis courts, are available for use. Non-students are required to pay a per-use fee for some facilities and/or purchase a recreational sports pass.

In order to promote the health and well-being of employees, students, and other constituents, all Indiana University campuses are tobacco-free.

XV. Administration of the Internship

All policies and procedures are established by the Associate Director of Training in consultation with the Director of Counseling and Psychological Services (CAPS) and Sexual Assault Crisis Services (SACS) and informed by discussions with members of the training committee. The policies of the Internship Program adhere to the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association (2002), as well as the most current applicable statutes and rules of the Indiana State Psychology Board.

A. Training Committee

The training committee is comprised of the psychologists directly involved in the training of our interns and the coordinator of the social work practicum. One of these psychologists also serves as the coordinator of our predoctoral psychology advanced practicum program (Practicum Coordinator). The Associate Director of Training and training committee meet every other week initially in the fall semester and then may move to monthly during the spring semester. During the summer months, the training committee meets every other week or monthly to review policies and procedures, develop or revise policies and procedures, set standards for the selection and evaluation of trainees, participate in the selection and evaluation of trainees, establish expectations of and goals for the training programs, and plan specific components of the program. Additionally, the training committee assists the Associate Director of Training in monitoring the effectiveness of the diverse components of the program through formal feedback from interns’ evaluations of the various components of our training program and informal feedback from interns through conversations of their experience of our training program and through training committee’s own self-examination. The training committee reviews the feedback provided by interns through annual evaluations of our training program. These evaluations include evaluations of our internship orientation, each HSPP supervisor, interns’ experience with provision of group therapy and supervision services, all seminars (including the topical seminar series, specialized seminars) and the interns’ concentration experience. The training committee uses feedback from evaluations to discuss and implement changes to the training programs as necessary.

B. Supervision

All primary supervisors of the interns are licensed Health Service Providers in Psychology (HSPP) and have read and discussed “Guidelines for Clinical Supervision in Health Service Psychology,” American Psychologist, January 2015, pages 33–46. Primary supervisors are responsible for overseeing the entire non-concentration caseload, as well as monitoring the overall training experience of their supervisees. Interns may have secondary supervisors for facilitation of group therapy, outreach, and concentration activities. Secondary supervisors are licensed senior CAPS and/or SACS professional staff but may not necessarily be HSPP licensed. Concentration supervisors are secondary supervisors who are responsible for the clinical caseload of interns’ concentration work. Some of the interns’ supervision is conducted in groups, such as supervision of group facilitation and supervision of interns’ provision of supervision for practicum clinicians.

At the beginning of the internship, interns are assigned a primary supervisor from the licensed psychologists on the training committee. Assignments are the responsibility of the Associate Director of Training, in consultation with the training committee. The assignment of primary HSPP supervisors is made after careful consideration of several factors: the Self-Assessment completed by each intern prior to arrival, specific training goals set for the year, the expressed interests of the interns, and training committee members’ areas of expertise. The primary HSPP supervisor provides two hours of individual supervision per week to monitor interns’ caseloads, integrate feedback from other staff, guide and promote development of interns’ clinical theories and techniques, and help interns develop their professional identity. HSPP supervisors also assist interns with post-internship job search and their Clinical Approach presentation. Interns can expect their supervisors to maintain the highest ethical standards. This includes maintaining appropriate personal boundaries, maintaining appropriate time boundaries around supervision meetings, providing clear and timely feedback on written materials, and providing clear formative and summative evaluations throughout the interns’ experience. Interns are paired with a different supervisor for each half of the year. These second assignments take into account intern preferences for specific supervisors. Changing supervisors takes place at the beginning of the spring semester. Some HSPP supervisors may be on a 10-month contract with IU working August–May.  When possible, these supervisors will be assigned first semester supervision.  Should an HSPP on a 10-month contract need to supervise in the spring then another supervisor will be assigned for the summer semester, which may be the Associate Director of Training. The HSPP on the 10-month contract will provide a summative evaluation of the intern covering the time period of their supervision.  A third summative evaluation will be completed by the summer supervisor.

The HSPP primary supervisor is one of two main contact persons at the IU counseling center for trainees, the other being the Associate Director of Training. The primary supervisor coordinates all training experiences for each intern with the Associate Director of Training. In general, questions and concerns regarding clinical practice should be addressed to the supervisor. Questions involving policies and procedures should be taken up with the Associate Director of Training. The Associate Director of Training and clinical supervisor can back up each other in either domain (practice or policies/procedures) if the relevant staff member is not available when a question or concern arises.

A subset of the training committee known as the “supervisors’ group” is made up of the HSPP individual supervisors of the interns, concentration supervisors of the interns, supervisors of the social work practicum, supervisors of the master’s level counseling internship, and the practicum coordinator. This group meets with the Associate Director of Training every other week during the academic year. The supervisors’ group meetings focus on intern and practicum student development. Supervisors' group meetings are also designed for consultation, support, and professional development of our supervisors.

Secondary supervisors are assigned to interns involved in the following activities: co-leading a group or workshop; providing outreach services; providing supervision for predoctoral psychology practicum clinicians, and for concentration experiences. The secondary supervisor will supervise only the particular activity indicated. The Associate Director of Training will provide backup supervision as needed. Secondary supervisors are invited to supervisors’ group meetings at least once each semester for formal consultation with the Associate Director of Training and interns’ HSPP supervisors. Informal consultation among various supervisors may occur outside the supervisors' group meetings.

The basis of the supervisory relationship is an apprenticeship/mentorship model. The supervisor has the final and legal responsibility for all cases carried by the intern. Therefore, major therapeutic decisions by interns, including selection of cases, type and frequency of treatment, referrals, transfers and termination issues, crisis intervention, and communication with third parties require advance approval of the appropriate supervisor before they are carried out. The intern has immediate responsibility for the implementation of treatment plans for their cases and for keeping their supervisor informed about all facets of each case. It is intended that over the course of the training year, interns will develop relatively more competency and autonomy in the exercise of clinical judgment within the supervisory relationship. Mentoring may also serve career and/or psychosocial functions. Career functions center on a mentee’s career development, enhancement, and preparation for advancement; these may include coaching, advocacy, opportunities to complete challenging assignments, and modeling and teaching of professional ethics. Psychosocial functions contribute to a mentee’s (career-related) personal and social development and include role modeling, acceptance, confirmation, and, when appropriate, suggestions for personal counseling. Members of the training committee are dedicated to maintaining an internship program that is consistent with standard 7.04 of APA’s 2002 Ethical Principles of Psychologists and Code of Conduct. Interns are not required to disclose personal information in program-related activities with an exception. The exception involves cases where personal information is necessary to evaluate or obtain assistance for interns whose personal problems may prevent them from fulfilling their training or professional activities in a competent manner or may pose a threat to IU CAPS clients, IU SACS clients, or others. Interns are, however, encouraged to discuss and explore their personal characteristics as these relate to their work. Consistent with the research literature, we believe that the therapeutic relationship is essential to the effective practice of psychotherapy. To that end, supervision addresses and attends to the person of the therapist to understand and enhance clinical interactions, conceptualizations, and interventions. Supervisors are expected to assist interns with self-exploration and identifying how their personal characteristics facilitate or hinder their successful performance. Interns are made aware that supervisors may bring personal information shared in the course of any supervision to the training committee in the service of furthering intern growth and/or protecting clients served by CAPS/SACS. Supervisors, and the entire training staff, strive to be sensitive to interns’ desire for privacy concerning their personal information. While professional staff seek to respect an intern's privacy, an intern's communications to staff cannot be considered confidential. All supervisors must use their best judgment (with a focus on what is perceived to be best for the center and the center’s clients, the intern’s training and development, the intern cohort, and the integrity of the training program) in deciding whether to share interns’ personal information.

C. Concentrations

The internship at IU CAPS offers ten distinct concentrations. Details of each of the concentrations are found in the appendix of the Training Manual. Participation in these concentrations is not required of interns. Assignment to these concentrations are made for the entire internship year. There will not be an opportunity to change concentration assignments once they have been made. The purpose of the concentrations is to help interns to develop the skills required to participate in offering adjunctive University Counseling Center services. After a thorough orientation to all ten concentrations, interns will submit a ranked list of their top three options. The training committee will then appoint each intern to one of the concentrations.

D. Seminars

The internship at IU CAPS offers a series of specialized seminars each year. The subject matter of these specialized seminars are:

1. Diversity
2. Research
3. Group Seminar
4. Theoretical

The Associate Director of Training, in consultation with the training committee, assigns responsibility for each of these seminars to a psychologist from the training committee or CAPS staff who have additional experience in the content area. Subject matter for weekly topical seminars is discussed with training committee members. A schedule for these weekly seminars is developed by the Associate Director of Training. Responsibility for facilitating these seminars is shared among the entire CAPS staff and mental health professionals from outside CAPS. The Associate Director of Training makes these assignments. Some seminars require additional reading in preparation for the seminar. Interns will be given advance notice of reading requirements, so they may be able to complete reading during their case management after their clinical paperwork has been completed. Interns are expected to prepare for and participate in all the seminar experiences.

E. Roles and Relationships among Professional Staff and Interns

The relationships between interns and professional staff are multifaceted. As a Center, staff members strive to integrate interns as full members of our clinical staff, not just “trainees.” At the same time, professional staff recognize that interns are "trainees" with the single-most important objective of completing their degree requirements and preparing to function as independent psychologists. This duality has the potential to create uncertainty and confusion concerning relationships and behavior. The following are guidelines and suggestions designed to help interns and staff navigate these complex relationships:

• All CAPS and SACS staff are in a position to provide evaluative feedback concerning interns. This necessarily means that professional staff in particular must remain conscious of the inherent power differential between themselves and interns.
• Relationships between interns and all counseling center staff, including support staff, must first and foremost be based along professional lines. While professional, collegial relationships between interns and staff are necessary for a healthy work environment, friendships are forbidden. Interns and all staff should carefully consider and remain cognizant of the potentially complicating implications of any relationship with each other (e.g., potential effects on the intern, the intern cohort, and the integrity of the training and evaluation experience).
• Socializing between any staff and interns should be restricted to situations to which all interns are invited.
• According to the APA Ethical Principles for Psychologist and Code of Conduct (2002) 19 7.07: Sexual Relationships with Students and Supervisees: “Psychologists do not engage in sexual relationships with students or supervisees in training who are in their department or over whom the psychologist has or is likely to have evaluative authority.” Since all professional (including office support) staff are considered to have some “evaluative authority” over interns, sexual/romantic relationships between staff and interns are considered unethical and will lead to disciplinary action and/or dismissal from the program.
• For a variety of reasons, an intern may identify a particular staff member with whom they would like to establish a mentorship relationship. In such an instance, the mentor and mentee are encouraged to carefully consider the potential impact of a more exclusive mentoring relationship with each other (e.g., potential effects on the intern, the intern cohort, and the integrity of the training and evaluation experience). Consistent with our perspective of multiple relationships between staff and interns, the focus of a mentorship should be solely on the professional development of the intern.

Interns and all CAPS and SACS professional staff are expected to consult with members of the Training Committee and/or the Associate Director of Training when faced with decisions related to potentially complicated multiple relationships with interns.

XVI. Progressive Discipline and Due Process

Interns make significant developmental transitions during the internship year. Part of the training process involves the identification of growth and/or problem areas with the intern. Clinical supervisors often identify these and deal with them in supervision. Problem areas or impairment may sometimes require more formalized intervention. This section provides general guidelines for identifying problem areas and impairment and offers proposed structures within which these and other concerns may be addressed.

A. Definition of Problem

Lamb et al. (1987) described a problem as a behavior, attitude, or other characteristic that, although causing concern, is not excessive or outside the domain of expected behaviors for professionals in training (Lamb, Presser, Pfost, Baum, Jackson, & Jarvis, 1987). Problems are typically amenable to management procedures, supervision, or education. The formal procedures described in Section E may be utilized if management procedures, supervision, or education do not result in improvement of the problem.

B. Definition of Impairment

It is a professional judgment as to when an intern’s behavior becomes impaired rather than problematic. Impairment can be defined broadly as interference in professional functioning that is reflected in one or more of the following ways:

• An inability or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behaviors,
• An inability to acquire professional skills in order to reach an acceptable level of competency, and/or
• An inability to control personal stress, psychological dysfunction, and/or strong emotional reactions that interfere with professional functioning.

Specific criteria that link this definition of impairment to particular professional behaviors are incorporated in the evaluation forms completed by supervisors.

C. Characteristics of Impairment

Impairments may include one or more of the following characteristics:

• The intern consistently fails to meet CAPS expectations of interns (see Intern Rights and Responsibilities),
• The intern does not acknowledge, understand, or address the problem when it is identified,
• The problem is not merely a reflection of a skill deficit that can be rectified by academic or didactic training,
• The quality of services delivered by the intern is negatively affected,
• The problem is not restricted only to one area of professional functioning,
• A disproportionate amount of attention by training staff is required, and/or
• The intern’s behavior does not change as a function of feedback, remediation efforts, and/or time.

D. General Guidelines for Due Process

Psychology interns occupy a unique position at Indiana University. They are professional staff members and are thus subject to the policies and procedures applicable to professional staff. Interns are also graduate students who are completing a psychology internship to fulfill an academic requirement of their home institution. All CAPS trainees, including psychology interns, may have multiple supervisors and reporting lines. It is therefore necessary to define a due process procedure that takes into account the university’s personnel policies, the multiple lines of authority over trainees, the duality of a trainee's status, and published professional standards. Indiana University’s Personnel Policies for Professional Staff provides general guidelines for correction of staff behavior (see IU Human Resources webpage—Corrective Action). The following procedures clarify how Progressive Discipline shall be applied to trainees.

General due process guidelines include:

• Presenting to trainees, in writing, the program’s expectations with regard to professional functioning at the outset of training.
• Stipulating the procedures for evaluation, including when, how, and by whom evaluations will be conducted.
• Using input from multiple professional sources when making decisions or recommendations regarding the trainee’s performance.
• Articulating the procedures involved in making decisions regarding impairment.
• Communicating early and often with graduate programs about any suspected difficulties with trainees.
• Instituting, with the input and knowledge of the trainee’s graduate program, a remediation plan for identified inadequacies, including a time frame for expected remediation and consequences of not rectifying the inadequacies.
• Providing the trainee with a written statement of procedural policy describing how the trainee may appeal the program’s actions or decisions.
• Ensuring that trainees have a reasonable amount of time to respond to any action(s) taken by the program.
• Documenting, in writing and to all relevant parties (e.g. the trainee’s academic advisor or training coordinator, supervisors, etc.) the action(s) taken by the program and the rationale for those actions.

E. Procedures for Identifying and Evaluating Problems/Impairment

The following procedures shall be followed in implementing the university’s Progressive Discipline policy as it applies to psychology interns:

1. A problem is recognized

A problem affecting intern performance may be identified either through formal evaluation procedures or through the interactions of supervisors and other training staff working with the intern. Such problems can usually be categorized as issues of (1) competence/skill deficit, (2) professional/ethical behavior, and/or (3) psychological maladjustment affecting the intern’s ability to meet the intern’s responsibilities (see Intern Rights and Responsibilities).

2. Informal resolution is attempted

The staff member or supervisor(s) who has identified the problem provides the intern with feedback regarding the problem. The parties involved attempt to reach a satisfactory resolution. The staff member or supervisor(s) may seek consultation with members of the Training Committee, or the Committee as a whole, about appropriate informal methods to resolve the problem.

3. The problem is brought to the attention of the Associate Director of Training

If the Associate Director of Training does not already have knowledge of the intern’s problem or impairment as a result of evaluation procedures, the staff member(s) recognizing the problem will bring it to the attention of the Associate Director of Training. The staff member(s) will provide a written description, in as behavioral terms as possible, of the nature of the problem or impairment and the attempts that have been made to resolve it.

4. The intern is notified and given opportunity to respond

Within three working days of receipt of the written description of the problem or impairment and previous attempts to resolve it, the Associate Director of Training will notify the intern in writing that a problem has been identified, and that it will be reviewed by the Associate Director of Training. The intern will also be given a copy of the staff member’s statement. The Associate Director of Training will meet with the intern to receive any information or statements from the intern related to the identified concern. The intern has 5 working days from receipt of the staff member’s statement to prepare their written response, which should be written in as behavioral terms as possible.

5. Associate Director of Training may attempt a mediated solution

The Associate Director of Training, at their discretion, may choose to assist the parties in coming to a mediated solution. If a mediated solution is successful, no further action is taken. The complaint and the intern’s response are placed in the intern’s file with a description of the mediated solution. If, within 5 working days of receipt of the intern’s written response, a mediated solution is not achieved, the period of mediation may be extended an additional 5 working days by agreement of the Associate Director of Training, the staff member(s) making the complaint, and the intern. If the problem is not resolved within 10 working days of receipt of the intern’s written response, the Associate Director of Training will convene an Advisory Review Panel.

6. The problem is brought to the Advisory Review Panel

If attempts at a mediated solution fail, or if at their discretion the Associate Director of Training chooses to bypass an attempt at a mediated solution, the Associate Director of Training will bring the concerns about the intern to the attention of the Advisory Review Panel for consultation. The Advisory Review Panel will be composed of two CAPS staff members excluding the Associate Director of Training and the staff member(s) that initiated the complaint.

7. The Advisory Review Panel reviews and defines the problem

The Advisory Review Panel will work with the Associate Director of Training to define the intern’s problem as concretely and behaviorally as possible. They will also interview the intern to ascertain their understanding of the problems and why attempts for informal resolution have not resolved the problem. The Advisory Review Panel will discuss the problem, decide on its severity, and assess the potential for remediation. Based on these discussions, within 5 working days of its appointment, the Advisory Review Panel will (in decreasing order of severity):

• Recommend termination of the intern from the training program.
• Place the intern on probationary status with a remediation plan.
• Develop a remediation plan without probation, or
• Determine that the problem is not severe enough to warrant remediation, in which case no further action is taken.

8. Contact with intern’s academic department

If the problem is deemed severe enough to require remediation, either with or without probation, the Associate Director of Training will contact the intern’s home department. The Associate Director of Training will discuss the problem with the intern’s training coordinator and discuss the remediation plans.

F. Advisory Review Panel Recommendations

Possible recommended courses of action from the Advisory Review Panel, in decreasing order of severity, are as follows:

1. Termination

Termination would be recommended at this point if the Advisory Review Panel concluded that problematic behavior is both serious and resistant to change. After the intern is notified in writing of the Advisory Review Panel’s recommendations, they may choose to appeal the decision to an IU Student Health Center Appeals Committee (see Section H).

2. Probation with a remediation plan

As used in this section, “probation” means the intern is actively and systematically monitored by supervisors, the Associate Director of Training, and other staff as required for a specific length of time. Attention is paid to the necessary and expected changes in the problematic behavior. The intern is given a written statement notifying them of the probationary status and specifying:

• The behaviors that need to be changed
• The recommendations for remediating the problem
• The time period of probation during which the problem is expected to be ameliorated, and
• The procedures designed to ascertain whether or not the problem has been appropriately rectified

Following the intern’s notification of their probationary status, the Associate Director of Training will meet with the intern to review the probationary conditions. The intern may then choose to accept the conditions of the probation or to appeal the actions. If the action is not challenged by the intern, the remediation plan is put into action, and the remediation plan is placed in the intern’s file. Copies of the remediation plan are given to the intern, their home academic department, CAPS director, and to IU Human Resources Management.

A remediation plan may include several, and perhaps concurrent, courses of action designed to remediate deficiencies or impairments. Such courses of action may include, but are not limited to:

• Increasing supervision or changing primary supervisor
• Changing the format, emphasis, and/or focus of supervision
• Recommending personal therapy
• Reducing or limiting the type of direct client contact or other internship or practicum responsibilities
• Requiring specific academic coursework, and/or
• Recommending a leave of absence or a second internship

3. Remediation plan without probation

If the Advisory Review Panel determines that termination or probation would not be appropriate; the Panel may elect to develop a remediation plan without probation. This plan will be given to the intern in writing. Remediation without probation would not involve the same degree of supervision and monitoring as probation, nor would it entail notifying the intern’s department of the remediation recommendations; however, it would specify a time period during which change should occur. If the intern does not challenge the remediation plan, it is put into action. A copy of the remediation plan is placed in the intern’s file and copies are given to the intern and other relevant individuals.

G. Implementation of Remediation

The intern’s supervisor(s) and the Associate Director of Training work with the intern through the remediation plan to facilitate and monitor change. Those monitoring the intern should communicate frequently with the Associate Director of Training throughout the remediation/probationary period. At the end of this period, the following outcomes may result:

1. Both the monitors and the Advisory Review Panel are satisfied that sufficient positive change has taken place.

The intern is formally notified, in writing, that satisfactory change has been accomplished and that the period of remediation or probation is ended. At the end of the probationary period, the intern’s academic program will be notified by telephone and/or in writing that satisfactory change has taken place, and the probationary status has been lifted.

2. Both the monitors and the Advisory Review Panel determine that sufficient positive change has not taken place.

The Advisory Review Panel then reviews the situation and may recommend one of the following:

a. Remediation/probation extended

The period of remediation or probation is extended with a new time period specified. The intern may challenge this recommendation or may accept the new conditions of the previous remediation plan.

b. Second remediation plan

The Advisory Review Panel does not feel that a recommendation of termination is appropriate at this time. A new plan for remediation is generated in another effort to promote change. This plan would likely include suggesting psychological/psychiatric treatment, careful screening of clients, closer and more intensive supervision, suspension of certain activities, etc. This plan is to be instituted in accordance with Sections F.2 or F.3 and Section G. The intern may challenge this recommendation or may accept the new remediation plan (See Section E).

c. Termination

If the Advisory Review Panel, after reviewing the situation, concludes that change is not sufficient and the behavior continues to be serious and resistant to change, it can recommend termination of the intern from the training program. The intern may choose to challenge the decision according to the appeal procedures outlined in Procedures for Appeal (see Section H).

3. If, at the end of a second probationary period, the monitors and the Advisory Review Panel determine that sufficient positive change has not taken place.

The Advisory Review Panel then reviews the situation and may recommend one of the following:

• Give the intern a limited endorsement that includes specification of settings and conditions in which the intern can function adequately and those that should be avoided.
• Communicate to the intern and their academic program that the internship has not been successfully completed, and recommending a leave of absence or a second internship at a later date.
• Recommend a career change for the intern, and/or
• Terminate the intern from the training program.

All of the above actions will be documented appropriately and implemented in a manner consistent with due process procedures. The intern is notified of the final decision and may appeal the decision. If the intern accepts the decision, their academic program, IU Human Resources Management, and other appropriate individuals are notified. If the intern chooses to appeal, these entities will be notified of the final decision at the conclusion of the appeal process.

H. Procedures for Appeal

An intern may appeal within five working days after receiving written notice of:

• A remediation plan
• Probationary status
• Termination, or
• Recommendation of limited practice, career change, second internship, or leave of absence

To initiate an appeal, the intern must submit a letter requesting an appeal to the Associate Director of Training.

1. Grounds for appeal

An appeal may be requested on one or both of the following grounds:

• Denial of due process (as described) during any part of the evaluation procedures, or
• Denial of the opportunity to present data fairly in order to refute criticism found in the evaluation

Within five working days of the receipt of the appeal request, the Associate Director of Training will request that CAPS Director convene an Appeals Committee, consisting of one CAPS staff and one IU Student Health Center (non-CAPS) staff. The Associate Director of Training and the Advisory Review Panel members who made the recommendations will be excluded from the Appeals Committee.

2. Procedures for appeal

The intern and their supervisor(s) or the staff member(s) involved will be notified that a special review meeting will be held.

• The Appeals Committee may request personal interviews and/or written statements from individuals, as it deems appropriate.
• The intern may submit to the Appeals Committee any written statements they believe to be appropriate, may request a personal interview, and/or may request that the Appeals Committee interview other individuals who might have relevant information. The supervisor or staff members involved will also be afforded the same privilege.
• The Appeals Committee will meet with CAPS staff members or interns as requested by the appellant, or by staff members. The Appeals Committee may choose, at its discretion, to meet with individuals who are not CAPS staff members or interns but is not under obligation to do so.
• The Appeals Committee will complete its fact-finding review within two weeks of the Associate Director of Training’s receipt of the intern’s request. If the Appeals Committee cannot complete its review within a two-week period, it will notify in writing the Associate Director of Training, the supervisor(s) involved, and the intern; the committee will provide an anticipated completion date.

Within two working days of the conclusion of the fact-finding review, CAPS’ Director will communicate to the Associate Director of Training a summary of the Appeals Committee’s findings and recommendations. The Appeals Committee may choose to sustain previous actions taken or may implement a new course of action. The decision of the Appeals Committee will be final.

XVII. Intern Grievance Procedures

Interns are expected to attempt to resolve problems informally. For purposes of intern grievance procedures, the term “supervisor” refers to individuals having administrative authority over the person who is the object of the complaint. The Associate Director of Training and CAPS Director will act jointly as supervisor with regard to all grievances brought by interns, except (1) those that involve complaints against the Associate Director of Training, in which case the CAPS Director will hear the grievance, and (2) those that involve complaints against the CAPS Director, in which case the Director of the Health Center will hear the grievance.

If the grievance is of a highly sensitive nature, such as alleged harassment, the intern may bring the issue directly to the supervisor without attempting informal resolution.

The intern is strongly encouraged to give the supervisor a written description, in as behavioral terms as possible, of the nature of the problem and attempts that have been made to resolve it. Within three working days, the supervisor will provide written notification to the person(s) who is (are) the object(s) of the complaint.

The university does not currently have a grievance procedure that applies to students acting in a professional capacity (i.e., practicum students). If an intern has a grievance against a practicum student, the intern should attempt informal resolution. If they cannot achieve an informal resolution, the intern should bring the grievance to the Associate Director of Training and/or CAPS Director.

If the intern believes they have been discriminated against based on the basis of age, color, disability, ethnicity, gender, marital status, national origin, race, religion, sexual orientation, or veteran status, they may consult with the campus Office of Institutional Equity.

XVIII. Intern Rights and Responsibilities

The Rights of Interns include:

• The right to work in a setting conducive to the acquisition of skills and knowledge required for a training professional.
• The right to a clear statement of general rights and responsibilities upon entry into the training program, including a clear statement of goals of the training experience.
• The right to clear statements of standards upon which the intern is to be evaluated.
• The right to be trained by professionals who adhere to APA ethical guidelines.
• The right and privilege to be treated with professional respect.
• The right to be recognized for training and experience attained prior to participation in CAPS’ program.
• The right to ongoing evaluation that is specific, respectful, and pertinent.
• The right to engage in an ongoing evaluation of the training experience.
• The right to initiate an informal resolution of problems with individual(s) concerned, the Associate Director of Training, and/or the training staff.
• The right to due process after an attempt to solve the problem informally has failed.
• The right to due process to determine when rights have been infringed upon (see Intern Grievance Procedures).
• The right of interns to request assistance in job search and application.
• The right to privacy and respect for one’s personal life.
• The right to request accommodations in order to attempt to meet special training needs.

The Responsibilities of Interns include:

• Act in accordance with the guidelines established by the APA Ethical Principles of Psychologists and Code of Conduct, or the Code of Ethics of the National Association of Social Workers.
• Act in accordance with the laws and regulations of the state of Indiana.
• Conduct oneself professionally: congruent with the standards and expectations of CAPS and the IU Health Center; integrate these standards into one’s repertoire of behavior; be aware of the impact of one’s behaviors upon colleagues.
• Meet training expectations responsibly by developing competencies in the skill areas outlined under in “Specific Training Goals.”
• Make appropriate use of supervision and other training formats (e.g., seminars): arrive on time; be prepared for discussion or tape review; maintain openness to learning; accept and use constructive feedback effectively, as evidenced by appropriate changes in clinical or professional behavior.
• Manage personal stress, to keep work productivity at an acceptable level, according to training and agency norms. Stress management includes tending to personal needs and recognizing the possible need for professional help. Be open to feedback regarding stress management.
• Give professionally appropriate feedback to peers and training staff regarding the impact of their behaviors, and to the training program regarding the impact of the training experience.
• Participating actively in the training, service, and overall activities of CAPS, with the end goal of being able to provide services across a range of clinical activities.

Appendix 1. Brain Injury Concentration

The goal of the Brain Injury Concentration is to prepare interns to provide brain injury-informed, evidence-based services to students who are living with the effects of a brain injury. Brain Injury is often considered to be an “invisible disability” and people living with the effects of a brain injury are often under-recognized in systems and under-served by providers. The majority of training programs for mental health professionals include little to no training on brain injury and the unique challenges in working with this population. This concentration will be supervised by a staff member who is a Certified Brain Injury Specialist through the Brain Injury Association of America’s Academy of Certified Brain Injury Specialists. The intern in this concentration will start by receiving education on acquired brain injury through assigned readings and several seminars. In early supervision sessions, the intern and concentration supervisor will discuss the intern’s interest and experience in working with this population. The intern will start with up to 3 cases in the fall semester and increase to up to 5 cases in the spring semester.

The intern in this concentration will learn a standardized procedure to screen for lifetime exposure to brain injury, gain an understanding of the common effects of brain injury, interventions to support recovery and adjustment, and additional services that can improve outcomes for people living with a brain injury.    

The intern in this concentration will have the option to provide outreach and education around brain injury and services available through presentations to other units on campus as well as to student groups. The intern may also participate in the development of innovative public awareness campaign materials to increase brain injury awareness and prevention on campus.

As part of this concentration, the intern will provide a presentation to staff regarding working with students with a brain injury to the CAPS staff. 

Appendix 2. Collaborative Assessment and Management of Suicidality (CAMS)/Risk Assessment Concentration

The goal of the CAMS/Risk Assessment concentration is to prepare interns to be confident and competent in addressing suicidal ideation directly utilizing an evidence-based assessment/treatment modality: the Collaborative Assessment and Management of Suicidality (CAMS). This concentration will be supervised by a licensed psychologist who specializes in this treatment modality. The intern in this concentration will learn skills to assess, safety plan, and treat suicidal ideation in an outpatient setting that adheres to CAPS clinical model. The intern in this concentration may have up to 2 CAMS cases (that they will meet with weekly). The intern in this concentration will also have the opportunity to participate in triage sessions where they will provide initial consultation, conduct risk assessments, and make recommendations to students who are seeking CAPS services. The triage sessions will be for 2 hours/week on the intern’s schedule. In the spring semester, the intern may increase their CAMS caseload to have 3 weekly clients and serve as a bridge provider for other CAMS clients.

The CAMS/Risk Assessment intern will also have a chance to prepare and present a seminar or training related to a CAMS client from their caseload, or from an area they’ve learned related to risk assessment/safety planning. In addition, the intern will participate in Emergency Services where you will provide walk-in services to students in crisis either in person or via telehealth.

Appendix 3. Coalition for Overcoming Problem Eating/Exercise (C.O.P.E.) Concentration

The goal of the Coalition for Overcoming Problem Eating/Exercise (C.O.P.E.) concentration is to provide training in treating and providing outreach for students with disordered eating behaviors. This concentration will be supervised by staff who specialize in working with this population. The intern in this concentration will start with various readings regarding the experience and clinical treatment of eating/body disorders. In early supervision sessions, the COPE intern and COPE supervisor will discuss the COPE intern’s interests and experience working with disordered eating/exercise or body image issue and supervision and assignment of clinical cases will be based on the COPE intern’s experience level. Crisis oriented and clients new to the COPE program as well as any ongoing cases of the COPE supervisor may be discussed as a means of educating the intern in the treatment of clients with disordered eating/exercise or body image issues. The intern will begin with a caseload of 3 clients with disordered eating behavior and increase to a caseload of 5 in the spring semester. Case complexity will increase along the course of training, as the intern’s knowledge in treatment increases.

The COPE intern will co-facilitate the body image/disordered eating process psychotherapy group, if it is offered. This experience will count towards the COPE intern’s process group therapy requirement.

In the spring semester, the COPE intern will co-plan CAPS involvement in the national screening and awareness day for body image and disordered eating known at IU as “Celebrate EveryBODY Week.” The amount of time spent providing COPE outreach may be counted towards the internship outreach requirements.

As part of this concentration, the intern will provide a presentation to staff regarding working with students with disordered eating.

Appendix 4. Diversity Outreach Concentration

The goal of the Diversity Outreach concentration (DO) focuses on providing outreach and liaison services for clinically underserved populations. The Diversity Outreach concentration is designed to increase the intern’s knowledge of how such a program serves the mission and population (students, faculty, and staff) of Indiana University. This concentration will be supervised by a licensed staff member who works with the cultural houses and specializes in working with diverse populations. In early supervision sessions, the DO intern and the concentration supervisor will discuss the intern’s interest and experience in working with underserved populations. The intern will also be expected to familiarize themselves with written material relevant to underserved populations. Supervision within this concentration may also focus on professional development topics, such as how one’s own experiences of diversity is impacting outreach, liaison, or even clinical work and the possible ethical considerations of balancing outreach/liaison work with clinical interventions.

The DO intern will have a designated block on their schedule to see diverse students, and the designated time will increase in the spring semester. This concentration allows the intern to offer embedded services at one of the culture centers.

The DO intern will participate in and later design and implement outreach programs oriented towards underserved populations. The intern will connect with important campus partners including the leaders of the various culture centers (Neal-Marshall Black Culture Center, La Casa/Latino Cultural Center, First Nations Educational and Cultural Center, LGBTQ+ Culture Center, Hillel/Jewish Culture Center, the Asian Culture Center, the Office of International Services, Accessible Education Services, the Center for Veteran and Military Students; etc.). Additionally, the intern has the ability to attend cultural events and call out meetings. The time spent providing outreach to these centers can be counted towards the interns’ outreach requirements.

The DO intern will have the chance to prepare and present training for staff on a topic related to diversity. At the end of internship, the intern’s case presentation will focus on a client they have worked with as part of this concentration.

The goal of the Gender Affirming Care concentration is to provide training in treating and developing competency to support students through various stages of gender expression and transition. The intern will be expected to provide culturally competent care for students who identify as gender-diverse and have their gender identity included as one of their topics of concerns for their treatment at CAPS. This concentration is supervised by licensed staff who specialize in working with this population and are a part of the Gender Affirming Care Team. The initial expectation in the fall semester is that the intern will familiarize themselves with industry standards for individuals who may be seeking gender-affirming care (WPATH, Fenway & c.). In the fall semester, the intern will begin with a caseload of up to 3 clients with gender identity as their topic of concern, and in the spring semester, their caseload can increase up to 5 clients. The clients may or may not be interested in pursuing medical intervention.

The intern invited to focus on Gender Affirming Care for their concentration will partner with clinical, medical and community partners at IU. Partners may include physicians prescribing gender-affirming hormones, members of the TSLGBTQIA+* community, staff at the LGBTQ+ Culture Center, and general mental health providers. 

Duties for this concentration will include independent research and presentations for staff and/or community partners at least once in the spring semester. The intern may be involved with providing updates to the quarterly Gender Diversity training required by all IHSHC staff members. The intern may be invited to provide additional training to the CAPS staff per interest and supervisor approval. The intern may help co-facilitate the Gender Expressions group in the spring semester. The intern may also have the opportunity to offer embedded services at the LGBTQ+ Culture center in the spring semester.

Appendix 6: Grief and Loss Concentration

The goal of the Grief and Loss concentration is to provide training in treating and providing outreach for students presenting with grief as their primary concern. This concentration will be supervised by a licensed staff member who specializes in working with this population. The intern in this concentration will start with various readings regarding the experience and clinical treatment of, but not limited to, the following topics: traumatic grief, complicated grief, anticipatory grief, ambiguous loss, and grief reactions within a cultural context. In early supervision sessions, the intern and the concentration supervisor will discuss the intern’s interest and experience working with this population. The intern will begin with a caseload of up to 3 clients with grief/bereavement as their primary concern, and their caseload will increase up to 5 clients in the spring semester.

The Grief and Loss intern will co-facilitate the Grief and Loss group. This experience will count towards the intern’s process group therapy requirement.

As requested, the intern will present in departments/classes on the topic of grief and loss. At the end of internship, the intern’s case presentation will focus on a client they have worked with for the grief and loss concentration.

Appendix 7: Group Concentration

While the doctoral internship at IU CAPS provides opportunities for all members of the internship cohort to develop knowledge and skills needed for effective provision of group therapy, the intern participating in the group therapy concentration will be able to broaden and deepen their knowledge base and skill set beyond standard requirements/expectations. Depending on the intern's interests and experience, this advanced training opportunity could include:

• Undertaking independent research and/or advanced training
• Development of promotional and training materials
• Providing outreach or in-service trainings related to group therapy
• Having extra opportunities for leading or co-leading existing groups
• Creating, promoting, and implementing new groups

This concentration will be supervised by the group therapy coordinator for IU CAPS, and the intern participating in this concentration will assist the group coordinator with oversight of the overall group therapy program. This will provide a rich understanding of the administrative aspects of running a group therapy program at a University Counseling Center.

Appendix 8: Sexual Assault Crisis Services (SACS) Concentration

The goal of the Sexual Assault Crisis Services (SACS) concentration is to prepare interns to provide evidenced based trauma informed care. This concentration will be supervised by a licensed SACS staff member. During the fall semester, the intern will be introduced to important campus partners including the IU Police Department, Office of Student Conduct, and the Office for Sexual Violence Prevention and Victim Advocacy. The SACS intern will familiarize themselves with relevant written material about SACS and other campus programs, and with various readings regarding the experience and clinical treatment of sexual assault. In the fall semester, the intern can see up to 3 clients whose primary concerns fall under the umbrella of SACS services, and in the spring semester, they can increase their caseload to include up to 5 clients. The intern will have the option to provide outreach on topics related to sexual assault for their outreach requirement.

The SACS intern will co-facilitate the SACS support group in the spring semester.

In the spring semester, the SACS intern will have the chance to prepare and present a training for staff on a topic related to working with trauma. At the end of internship, the intern can choose a client from this concentration for their case presentation with approval from their SACS supervisor. 

Appendix 9: Spanish Language Concentration

The goal of the Spanish Concentration is to prepare interns to provide culturally informed services to bilingual students. At CAPS we recognize the needs to train culturally competent, bilingual health providers in Psychology in order to overcome the disparity in access to quality care for the Spanish-speaking community. Interns who would like to consider this concentration need to be sufficiently fluent in Spanish to be able to discuss mental health issues within the context of an academic setting. This concentration will be supervised by bilingual licensed staff. Interns will begin with up to 3 Spanish-speaking clients in the fall semester and expand up to 5 cases in the spring semester.    

In addition, interns have the option to provide outreach on topics related to the Latino community for their outreach requirement. This track offers the unique opportunity of providing services off-site at the LaCasa/Latino Cultural Center.

As part of this concentration, the intern will provide a presentation to staff regarding working with Latinx students. Interns will have the option to create other mental health content for Spanish-speaking students, which may include on-demand videos, marketing, and other mental health outreach which will be useful for learning how to network and self-promote. 

Appendix 10: Supervision and Training

The goal of the Supervision and Training concentration is to support the intern’s knowledge and interest in training and supervision and how it serves the mission and population of CAPS. This concentration continues the developmental-mentorship model of the overall internship. This concentration will be supervised by the practicum coordinator/licensed psychologist. The intern in this concentration will start with various readings regarding supervision models and providing culturally competent supervision. Early supervision sessions, will also discuss the intern’s interests and experience with supervision and training.  

The intern appointed to this concentration will supervise a predoctoral practicum student in the fall and spring semesters. In the spring semester, the intern will supervise an additional master’s level supervisee and will assist the practicum coordinator in facilitating the practicum students’ group supervision space. The intern will also assist the training director in facilitating the internship selection process and assist the practicum coordinator in facilitating the practicum interview process. In the summer semester, the intern will assist the training director and practicum coordinator in creating the orientation schedules for both programs. In addition to presenting a case conceptualization at the end of internship, this intern will also present an in-service on a topic related to supervision and training. 

Appendix 11: Evaluation Criteria