Statement of Purpose

The Counseling staff in the department of Counseling, Health, & Wellness (CHW) assist students to effectively define and attain personal, academic, and career goals. To accomplish this, CHW provides the following services to members of the Suffolk University community: individual and group counseling, crisis assessment and intervention, referrals to community providers, consultations, outreach and education programs, and the supervision and training of pre-doctoral interns.

CHW is committed to providing an open and accepting environment in which all clients feel welcome and valued. Clients may bring any problem to CHW counseling staff who conduct an assessment of the client’s needs and provide individual or group counseling, make appropriate referral to other University offices, or connect students with community mental health professionals/agencies as clinically indicated.


The Suffolk University Department of Counseling, Health, and Wellness has been accredited by the International Association of Counseling Services (IACS) since 1975. It has been a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) since 1981. The Internship Program in Health Service Psychology was originally accredited by the American Psychological Association (APA) in 1996 and is accredited through 2017.

  • Description of Internship Training Program

    Program Overview

    The APA-approved Internship in Health Service Psychology includes supervised experiences and training activities provided in an atmosphere of dynamic personal and professional growth. The training program is specifically designed to offer a wide variety of opportunities to help interns begin functioning as autonomous professional psychologists. These opportunities include clinical service, consultation, outreach, training, administration, supervision, and professional development. Interns are supervised by licensed psychologists in an integrated counseling and medical center. 

    Educational Philosophy

    The Suffolk University Counseling, Health, & Wellness Center provides comprehensive counseling services within an integrated setting providing medical, counseling, and wellness education services to Suffolk undergraduate, graduate, and law students.  The Center maintains a focus on health rather than on pathology. In meeting the goal of helping clients function more effectively within the University environment, it is assumed that growth is an ongoing process and that many changes occur outside of the therapeutic relationship. The counseling process is viewed within the larger context of a person's total life experience. Clients are regarded as functional individuals who have problems, with a strong emphasis placed on their resilience, strengths, and resources when resolving issues brought to the therapeutic relationship.

    This health perspective is incorporated into the internship training program and is representative of the manner in which interns are selected and trained. In addition, a developmental/systems perspective is central to the training program and is emphasized when providing clinical and consultative services at individual, group, and community levels within the university.

    The Department of Counseling, Health & Wellness is committed to creating and maintaining a welcoming and supportive environment that affirms the University's multicultural community. The staff believes that each clinician or consultant has the responsibility to respond effectively to an increasingly diverse client population. Every effort is made to hire staff and to select interns that represent various backgrounds and perspectives (See Commitment to Multicultural Competence).

    Training Model

    The Internship Program in Health Service Psychology emphasizes the integration of clinical practice with scientific inquiry, using the Practitioner-Scholar model (Ellis, 1992). At its core, the Program maintains a commitment to developing interns as "local clinical scientists" (Stricker and Trierweiler, 1995). The "local" focus of the training model reinforces the critical importance of translating and applying empirical scientific work to the realities of the particular context in which therapy is provided, or in this case a university setting. Staff members make every effort to stay abreast of the current empirical and theoretical literature and to incorporate this literature across all clinical, didactic, and consultation training experiences.  Empirical and theoretical bases of assessment, intervention and consultation are taught via the Program’s ongoing didactic seminars, including the Psychotherapy Seminar, Outreach and Consultation Seminar, and Supervision-of-Supervision Seminar.  Training staff place a high value on critical thinking skills in the evaluation and integration of new information with previously acquired skills and knowledge.

    Using the Practitioner-Scholar model to set and balance priorities, the Internship Program in Health Service Psychology is based on a developmental/mentoring/systemic perspective with the goal of training competent and ethical generalist psychologists who are able to function effectively in an integrated university department of Counseling, Health & Wellness setting. In this model, training for professional competence occurs through direct experience in providing comprehensive counseling services under the supervision of a senior staff member.

    Using the Practitioner-Scholar model to set and balance priorities, the Internship Program in Health Service Psychology aims to train competent generalist psychologists who are able to function effectively in an integrated medical and counseling centers within higher education institutions.  The Internship Program integrates a developmental approach to learning, a mentorship model of professional development, and a systemic understanding of psychology service delivery.  In this model, training for professional competence occurs through direct experience in providing comprehensive counseling services under the supervision of licensed senior staff members.

    The developmental component of the training model addresses the expectation that interns begin the year with an advanced graduate student level of basic skills and knowledge upon which to build, modify, and expand throughout the internship year. To enhance this developmental process, the internship program provides graduated learning opportunities whereby interns are expected to function with an increasingly higher level of autonomy, skill and responsibility as the year progresses. Interns are provided with guidance and support as they move through the developmental transitions from student/learner in the classroom, to learner/practitioner in the field, and to entry-level professional psychologist. The supervisory relationship and mentoring offered by staff members form the secure base from which interns can grow and develop. These relationships help to foster the integration of counseling and consulting skills with the underlying theory, research, and scientific content that leads to a high standard of professional practice.

    The mentoring component of the training model defines the atmosphere in which training takes place. The internship program attempts to foster a welcoming environment in which supportive and growth-fostering relationships are formed between senior staff and interns. Training staff uniformly believe that the establishment of authentic supervisory and mentorship relationships form the cornerstone from which interns can best expand their clinical, scientific, consultative, and professional knowledge, become socialized into the profession, and increase the depth and complexity of their thinking about clients, themselves, and relevant professional issues.

    The final component of the model is the emphasis placed on viewing individuals as part of a larger system. Staff members continually examine issues within the context of a multi-system perspective. Interns are encouraged to incorporate an understanding of how various systems may impact client presentations, training experiences, the structure and delivery of counseling services, and the role of psychology within the larger local, national, and global context in which it resides.

    [1] Ellis, H. C. "Graduate Education in Psychology: Past, Present, and Future," American Psychologist, April 1992, 570-576.

    [2] Stricker, G. and Trierweiler, St. "The Local Clinical Scientist: A Bridge between Science and Practice", American Psychologist, 1995, Vol. 50, No. 12, 995-1002.

    General Goals

    The Internship Program is designed to develop, broaden, and consolidate interns' perspectives and skills as psychologists. The Training Program is organized to provide an open and stimulating learning environment where interns can maximize their potential in the following ways:

    1. Acquire and develop a comprehensive conceptual framework for the ethical and legal provision of psychological services in a university setting;

    2. Refine and expand clinical assessment, intervention, and supervision skills with special attention to brief therapies, relational approaches, and ongoing multicultural competence;

    3. Expand consultation, training, and outreach skills addressing normative student developmental needs in a university setting;

    4. Integrate and consolidate professional identity and role functioning as psychologists, with an emphasis on the power of authenticity.


  • Competencies

    The goal of the training program is to promote the development of professional-wide skills and competencies required for entry-level professional practice as generalist psychologists, with a focus on developing skills specific to servicing a university community. The training program is designed to develop the following five professional-wide competencies:

    1. Clinical services including assessment and intervention;
    2. Outreach, training, and consultative services (OTC);
    3. Multicultural competence in working with diversity and identity;
    4. Knowledge and skills in provision of clinical supervision; and
    5. Legal, ethical, administrative, and professional role functioning.

    These five areas of professional competency are briefly described below.

    1. Clinical Services

    Goal: Interns are able to plan and deliver high quality clinical services in a university setting.

    The primary focus of supervised training is the development and improvement of skills in intake and assessment, case conceptualization, treatment planning, crisis intervention, use of the therapeutic relationship, and individual and group intervention.

    Interns' assessment skills are enhanced through training in the CHW structured intake protocol which includes administration of the Counseling Center Assessment of Psychologist Symptoms (CCAPS), completion of a verbal intake interview, a differential diagnosis process, and an option to administer additional assessment tools (e.g. Eating-Attitudes Test-26, Beck Inventories, and the Prodrome Questionnaire Brief Version – PQ-B) as relevant to the client’s presenting issues.  Interns also receive extensive training and practice focused on crisis assessment and management and are closely supervised as they provide 4 hours of weekly hours of emergency coverage and provide services to students in need of crisis intervention such as hospitalization referrals.

    Interns’ case conceptualization and treatment planning skills are enhanced through regular application of assessment data to the decision making process regarding level of care required, short vs. long-term treatment goals, and selection of an appropriate empirically-based approach to intervention.  The preparation of two Case Presentations during the year provide Interns with an opportunity to demonstrate their increasingly autonomous formulation and treatment planning skills.

    Interns carry a weekly caseload of 18 to 20 individual clients who represent a broad range of presenting concerns and severity of problems. The vast majority of cases are short-term (5-7 sessions) with the opportunity for training purposes to retain 5-7 clients for longer term work lasting across the Internship year.  Opportunities for interns to develop group counseling skills by co-leading therapy groups vary each year depending on client availability. Although the Center promotes group counseling as a primary method of treatment for some clients, efforts to recruit participants is not always as successful as planned.  The Center is committed to continue its efforts to expand the group program. 

    Interns acquire new knowledge and skills in service provision through participation in the Psychotherapy Seminar, Case Presentations, and weekly individual and group supervision.  The aim of these training experiences is to develop professional skills in: selection and implementation of empirically and/or theoretically based clinical interventions; development and use of the therapeutic relationship; knowledge, awareness, and skills in addressing diversity and identity variables as they impact the client, the therapist, and their interaction; and finally, the effective management of the termination process. Interns' provision of clinical services are assessed regularly by clinical supervisors and training staff involved in the Psychotherapy Seminar and Case Presentations. Verbal feedback is provided to interns via individual and group supervision on a regular basis. Formal reviews take place twice a year, resulting in written evaluations that interns and supervisors review together. 

    2. Outreach, Training, and Consultation (OTC)

    Goal: Interns are able to plan and deliver high quality outreach, training and consultation services to a University community.

    In helping interns develop professional skills and a professional identity, the staff of CHW believes that learning about and providing indirect and preventative services to the campus community is as important as learning about and providing direct clinical interventions.

    The OTC Program consists of three types of activities:

    Outreach activities involve group presentations that describe the services of the Counseling Center and that acquaint members of these groups with Center staff. Outreach also may involve providing information to the campus community through the media and through general or specific flyers and brochures. Annual outreach events include tabling at new student orientation, student involvement fairs, and participating with other Counseling staff in National Depression Screening Day.

    Training activities involve workshops and other psycho-educational programs that are topic-focused and provide prevention and developmental interventions either to the campus community at large or to specific groups, organizations, offices, or academic courses that request such a program. Training activities may be designed and delivered by Counseling, Health, & Wellness (CHW) staff or by a collaborative effort between the CHW and a sponsoring campus group. Interns generally participate in training Resident Assistant staff around mental health concerns and basic listening, responding, and referral skills in late August, as well as other opportunities that arise throughout the training year.

    Consultation activities involve the formation of relationships with client systems on campus for the purpose of ongoing assistance in assessing needs, identifying goals, planning and completing projects, and solving problems related to student needs or development. These activities may result in direct or indirect interventions or collaboration by the CHW staff (i.e., offering a program, workshop, training, psychological perspective or expertise, targeted intervention for specific student leaders).

    Throughout the year, each intern is given opportunities to shadow and observe senior staff involved in OTC activities. Interns also work with senior staff members in co-designing and co-delivering OTC services, where appropriate.

    Additionally, each intern also completes OTC projects of their own as they develop and maintain a consulting relationship with a specific campus office. These projects are determined by the needs of the particular office and the students they serve, address the role of diversity and identity, and are commiserate with the skills and growth areas of the intern. The interns are supported in their OTC work by a bi-weekly OTC Seminar that is both didactic and supervisory and by formal and informal supervision of their projects by the seminar facilitator. For each project, interns will maintain records including a summary of the project and, when possible, evaluation feedback forms. Feedback from participants is discussed in supervision and retained with other records of the project (i.e. handouts) to inform the planning of future interventions.

    Intern competencies involving OTC activities are assessed regularly by supervisors and by the staff member convening the Consultation Seminar. Each intern is observed by a senior staff member during the year as they facilitate at least one OTC program. In addition, participant reactions, mid-year and year-end Intern Evaluations, and case-based assessment forms provide information about interns' competencies, growth and development. 

    3. Multicultural Competence (MC)

    Goal: Interns are able to function effectively in the delivery of comprehensive psychological services to a diverse college student population.

    The training staff believes that in clinical, consultative, teaching, supervision, programming and all other areas of service and training, psychologists have the responsibility for interacting effectively with an increasingly diverse population. Such effectiveness necessitates a commitment to continual training, self-monitoring, peer supervision, and research. The commitment to ongoing personal development regarding multicultural competence is necessary not only as psychologists, but also as members of the University and wider local and global community.

    Interns increase and develop new awareness, knowledge, and skills in working with diversity and identity across all training experiences.  The Psychotherapy, OTC, and SOS Seminars provide didactic information, experiential knowledge, and self-reflective skills in working with diversity and identity as they relate to the professional function being taught.  In addition, during individual and group supervision interns are encouraged to develop self-reflective practices regarding their provision of services to clients who hold identities different from their own, as well as to explore identity differences as relevant within therapeutic, supervisory or other professional relationships.  All Counseling staff in CHW participate in a series of Multicultural Dialogues which provide intentional opportunities for staff and interns to develop and maintain personal awareness, increase knowledge base, and practice a repertoire of communication and other skills related to multicultural competence as professionals. The Internship Program is committed to teaching and learning about diversity and multicultural competence in a positive, non-punitive, and supportive educational context.

    Intern awareness, skills, and knowledge involving Multicultural Competence are assessed regularly by supervisors and by staff members.  Interns receive formal evaluations on their practice of multicultural competence twice yearly via written feedback and discussion with their primary supervisors. 

    4. Supervision Skills and Services (SOS)

    Goal: Interns are able to provide high quality clinical supervision.

    Interns are expected to become more knowledgeable regarding the professional, legal, and ethical issues related to the provision of supervision, as well as to begin developing identities as qualified and experienced supervisors. The Supervision Skills and Services seminar includes a didactic component during the fall semester and a year-long supervision group. Topics addressed during training include: theories and models of individual and group supervision and supervision of group co-leaders/trainees, developmental stages and experience levels of supervisees, fostering trust and safety in supervisory relationships, issues of diversity in training and supervision, and legal/ethical issues which impact on the provision of supervision in clinical and academic settings. Interns apply knowledge gained from didactic and supervisory sessions while serving as supervisors to a Practicum student from the Clinical Psychology Doctoral Program.

    Weekly group supervision-of-supervision occurs during the SOS seminar.  Interns demonstrate the acquisition and use of supervisory skills by writing formal evaluations and by providing both oral and written feedback to their supervisees. Verbal feedback by the seminar facilitator is provided on an ongoing basis and is supplemented by formal written evaluations of supervisory skills at the midyear and year-end evaluation periods.

    5. Legal, Ethical, Administrative, and Professional Role Functioning

    Goal:  Interns develop an authentic professional identity which incorporates and maintains: (1) ability to identify and address legal and ethical obligations and conflicts; (2) ability to function effectively interpersonally and professionally within a department, institution, and profession; and (3) a personal commitment to professional values and standards regarding ongoing professional development, use of scholarly inquiry, commitment to empirically based knowledge, and self-reflection practices which enhance service delivery. 

    Interns review during Orientation the APA Ethical Principles of Psychologists and Code of Conduct and applicable local and state regulations and are expected to follow these guidelines throughout Internship.  Through case examples and discussion, Interns develop a strategy for ethical decision making and develop greater autonomy across the year in knowing when to consult regarding ethical or legal conflicts.  In addition to APA Ethical standards, Interns are expected to be familiar with and attend to standards of practice for a diverse population of students in accordance with guidance from resources including: APA Ethical Principles of Psychologists and Code of Conduct, APA Guidelines Services to Diverse Populations, APA Guidelines Psychotherapy to LGB Clients, Psychology Education and Training From Culture-Specific and Multiracial Perspectives (Collaboration of AAPA, NLPA, ABP, APA, SIP, SPSEMI), APA Guidelines on Multicultural Education, Training, Research, Practice & Organizational Change for Psychologists.

    Throughout the Internship Program, interns are responsible for interacting with colleagues, peers, clients, supervisors, and other members of the CHW and wider University community with attention to appropriate demeanor, comportment, and professional communication standards.  With support as needed from supervisors and mentors, Interns practice and develop interpersonal and communication skills related to diversity and identity, managing conflict, and development of healthy and productive professional relationships.  In addition, interns are expected to model healthy self-care practices which support their ability to meet the training expectations as outlined below as well as maintain their emotional and intellectual engagement across the variety of training experiences. 

    Interns are also supported in their development of an ongoing personal commitment to the professional values, standards, growth necessary for competent psychologists.  In line with the Scientist-Practitioner model, interns develop and maintain knowledge and skills related to use of empirically-based methods and scholarly inquiry to address clinical or consultative needs.  Internship Seminars support the acquisition of new knowledge through didactic teaching and Interns have the opportunity to demonstrate their use of scholarly inquiry via the integration of theory and research into the bi-annual Intern Case Presentations.    

    Across all activities during the Internship, Interns are expected to demonstrate positive values associated with the psychology profession, most importantly concern for the welfare of others.  In addition, Interns develop and increase skills in self-reflection to address clinical, consultative, interpersonal, and communication concerns, taking with them a well-developed sense of when and how to use self-reflection and consultation. 

    Interns are evaluated throughout the year regarding their legal, ethical, administrative and professional role functioning via verbal feedback from supervisory and other staff members.  Formal written feedback and discussion is provided bi-annually by primary supervisors. 

  • Training Activities

    The Internship Program in Health Service Psychology is specifically designed to offer interns a wide variety of supervised training and learning activities to assist them in developing skills in the specific competency areas outlined above and to enhance and accelerate their professional development and identity as psychologists.  Training activities and training seminars are described below.   


    The interns begin their training year in mid-August, approximately two weeks prior to the beginning of the fall semester. The first week of orientation is designed to help interns acclimate to the working and learning environment in the Counseling, Health, & Wellness Center and to familiarize them with Suffolk University's urban campus and with the Beacon Hill/Boston area in which the University is located. The interns are given a campus and community tour and are introduced to key administrators, faculty and staff. They also meet daily with the Training Director to facilitate their transition to Suffolk University, to discuss the goals and requirements of the training program, and to begin to identify personalized learning goals. 

    During Orientation, Interns also meet with training stasff in a variety of orientation/training sessions. Topics include a thorough review of CHW Policies and Procedures, applicable ethical guidelines including the APA Ethical Principles for Psychologists and Code of Conduct, training in CHW crisis intervention, Intake Assessment, and referral procedures, and the beginning of didactic training in the provision of clinical supervision via the SOS Seminar. Interns also meet with their primary supervisor to review the Intern Self-Assessment and to begin discussion of personalized training goals and objectives. After discussions with their primary supervisor, training goals for each intern are incorporated into individual training contracts for the academic year.

    In addition to the above, Interns work during Orientation with the Training Coordinator and other Senior Staff to prepare and provide 6-9 hours of training for Suffolk Resident Assistants addressing communication skills, relevant mental health concerns among college students, and referral skills to CHW for RAs working with distressed students. RA training provides an early opportunity for interns to become familiar with the varied issues common to college students, residence hall living, and the professional development needs of student employees working with students in distress.  In addition, this experience facilitates the beginnings of a working relationship among the interns and between interns and senior staff.   

    Orientation also offers an opportunity for Interns to discuss and select a consulting relationship with a campus office which will last throughout the year.  When possible, Interns are afforded the opportunity to meet staff members from campus offices to inform their decision. 

    At the conclusion of orientation, interns begin working directly with clients who seek services in CHW. They also begin providing walk-in/emergency hours under close supervision of supervising staff.

    Clinical Supervision

    Interns participate in both individual and group supervision throughout the training year.  Each intern receives two hours of individual supervision and two hours of group supervision for a minimum of four hours of weekly clinical supervision. The goal of clinical supervision is to provide support and intentional guidance for the development of the interns' assessment, conceptualization, treatment planning, and intervention skills.  Each intern is assigned a primary supervisor who provides individual supervision 2 hours weekly.  This relationship allows for a comprehensive evaluation of interns' clinical and professional development across the 5 competency areas throughout the course of their training experience.

    Group supervision is co-led by a primary supervising psychologist and the CHW Psychiatric Nurse Practitioner.  Group supervision is structured with attention to the creation of a safe and supportive environment for case review and consultation.  Interns present video-taped session content at regular intervals and prepare questions of focus for consultation and discussion.  In the past, group supervision has occasionally incorporated the use of a text to develop specific conceptualization and intervention skills, such as Hannah Levonson’s Time Limited Dynamic Psychotherapy.    

    In addition to case discussion, interns are required to present a minimum of eight videotapes of their clinical sessions per semester. These tapes are used in supervision to examine the therapeutic process, technique and case management issues, and the development of the helping relationship. Supervisors may also choose to review video-tapes outside of the supervisory hour to gain a fuller assessment of client or intern functioning.  Intern video-tapes may also be used  by Interns within their supervision of CHW’s practicum student; tapes of intake and treatment sessions can be used to demonstrate selected counseling techniques. 

    Training Seminars, Dialogues, and Case Conferences

    Three ongoing Internship Seminars are offered concurrently throughout the academic year: (1) Psychotherapy Seminar; (2) Outreach, Training and Consultation; and (3) Supervision-of-Supervision. There are also three recurring monthly Dialogue Series, including Dialogue with the Training Director/CHW Director (alternating), the Multicultural Dialogue Series, and the CHW GrandRounds series which examines the integration of mental and medical health in a college setting..  Finally, Interns prepare and present 2 written Case Presentations (1 each semester) which provide additional opportunity for integration of established and new knowledge. 

    Components of these experiences are sequenced and presented in such a way that they maximize learning opportunities for interns. After orientation to the topic area and how it fits the training and service goals of the Center, basic skills are reviewed and refined. This learning foundation is supported throughout the internship year by means of didactic information, experiential exercises and activities, and individual and/or group supervision of actual cases and clinical situations.

    Empirically Supported Treatments (ESTs) Seminar: Dialectical Behavior Therapy (DBT)

    In seminars held throughout the academic year, values and assumptions underlying brief therapies are made explicit and compared with values and assumptions inherent in longer-term dynamic therapy. Please note that DBT are not the predominant approaches of the Center: however, they are the focus of the ESTs seminar and are utilized by some supervisors. The format is didactic and experiential, with emphasis on reviewing theoretical concepts as well as learning, practicing and implementing DBT skills and techniques. Integration with psychodynamic models and other models is also discussed. The emphasis on  DBT is supplemented by individual supervision, clinical case conferences, and presentations by guest speakers. Topics addressed in the seminar include identification and management of crisis situations, regulation of emotion, interpersonal difficulties, anxiety, panic and depression. Therapy skills and outcomes are evaluated via case assessments. 

    Psychotherapy Seminar

    In weekly meetings throughout the Internship year, the Psychotherapy Seminar provides Interns with didactic opportunities to discuss and explore topics relevant to assessment and treatment. Content includes didactic training and discussion regarding case conceptualization and treatment planning within the CHW setting; empirically based treatment approaches (e.g. CBT, Mindfulness, Motivational Interviewing, TLDP); exploration of multicultural competence in working with diversity and identity, and exposure to a variety of topics relevant to a generalist clinical practice within a University setting. The seminar is intentionally structured so that Interns work to integrate new learning into existing knowledge and skills with the goal of expanding and deepening theoretical orientation, flexibility in intervention selection and application, and use of the therapeutic relationship to facilitate change.  Interns are evaluated based on their participation and engagement in seminar material.   

    Outreach, Training, and Consultation (OTC)

    Throughout the year, interns meet with a senior staff member in an Outreach, Training and Consultation seminar which is both didactic and supervisory. Initial focus is on the theories and methods of outreach, training, and consultation. In addition, personal skills and goals, needs assessment strategies, the role of consultation in the development of professional psychologists, and the organizational issues of the campus community are also discussed. During the year, interns are required to participate in RA Training in August and January, as well as National Depression Screening Day in the Fall. Interns are observed by a senior staff member at at least one activity and collaborate with senior staff in spontaneous outreach, training, and consultation projects as they arise during the year.  In addition, Interns are matched with a campus office to provide ongoing consultation throughout the year, resulting in 1-2 consultation projects.  These projects are determined by the needs of the campus office and the students they serve as well as the skills and interests of the intern. Interns receive supervision and consultation from the OTC seminar regarding all consultation and outreach activities, including their ongoing consulting relationship.  Additional formal and informal supervision is also provided by various members of the senior staff. 


    Throughout the academic year, the interns meet in the Supervision of Supervision (SOS) seminar that has both a didactic and supervisory orientation. Initial focus is on the theories and models of supervision, understanding the developmental stage and experience level of the supervisee, fostering a trusting and safe supervisory relationship, as well as on the professional, legal, and ethical issues that relate to the provision of supervision. Interns have the opportunity to provide supervision to a Practicum student from Suffolk’s Clinical Psychology Doctoral Program who is in their first year of clinical service. Interns receive weekly group supervision of their supervision. Additional supervision is also available per request of the interns. The main focus of SOS is the Practicum student’s counseling skills, development as a clinician, and case conceptualization/treatment planning. However, feedback is given to interns regarding specific supervision skills and interventions in order to facilitate growth in skills and comfort as supervisors. A case conference model is utilized during this group supervision experience with an emphasis on peer consultation, tape presentations, and dialogue. Interns receive feedback from participating staff supervisors, their cohort group, and the Practicum student supervisee regarding their provision of supervision and participation in SOS. Interns also prepare and deliver formal feedback regarding clinical skills to the Practicum student.  

    Dialogue with the Training Coordinator/CHW Director

    Dialogues with the Training Coordinator/CHW Director (alternating weeks) are designed to provide interns with theoretical and practical information regarding ethical guidelines and professional standards, for the delivery of counseling and medical services on college campuses.  Contextual issues related to working within a higher education setting are also a focus with the intention of informing the Interns clinical and consultative work. 

    Dialogues with the Training Coordinator also provide a forum for interns to discuss their training and supervisory experiences. These meetings provide an opportunity for open discussion of relationships with other university staff and faculty as well as any other concerns that may arise. The Training Director provides regular feedback on interns' overall performance as members of the counseling staff, and interns in turn provide feedback on the training program.

    Multicultural Dialogues

    The Multicultural Dialogue series provides all CHW counseling staff a directed opportunity to develop personal awareness, discuss social justice topics, practice developing skills, and to learn from each other regarding multicultural issues. The goal of the dialogue is to help the interns and senior staff to develop, use and expand their personal awareness, knowledge, and skills to interact more effectively with an increasingly diverse population. Discussions, experiential exercises, and presentations by campus and community experts in culture and cultural diversity are used to increase awareness of culture-bound values and underlying assumptions and to build knowledge and skills related to the full range of psychologists' professional activities.

    Grand Rounds

    The Grand Rounds series is attended by all medical and counseling staff in CHW and addresses theoretical, practical, and current issues related to practice within an integrated care setting. Topics have included comparing and contrasting medical vs. counseling initial assessments; provision of services to survivors of sexual trauma; discussion regarding application of the biopsychosocial model to counseling and medical services in CHW; and teaching mind-body skills including biofeedback and mindfulness skills for use by both counseling and medical providers with Suffolk clients/patients.

    Case Conference Presentations

    Each intern is responsible for a minimum of two clinical case presentations throughout the academic year. At least one of the case presentations must focus on multicultural relationship issues, cross-cultural communication, and/or cultural assumptions about counseling. In addition, both Case Presentations must include the application of an empirically-based treatment modality and use of scholarly inquiry to assist with client conceptualization or address treatment concerns.  The 60 minute group consultation focuses on the assessment, diagnostic, conceptual and intervention skills of the interns. Interns present videotaped counseling sessions when possible together with a written summary of the client and the issues/questions the intern wishes to address during the case conference. Interns prepare their presentations using the Case Presentation Worksheet. Case Presentations are facilitated by the Training Coordinator and occur during clinical staff meetings, providing opportunities for interns to become familiar with the various supervisory styles and theoretical orientations of the senior staff.  Interns receive feedback on the Case Presentation from their Primary Supervisor.  

    Peer Supervision/Intern Support

    Interns meet weekly to build an effective collegial cadre, to provide peer supervision and support, and to discuss reactions and needs related to the training program. The format of the group meetings are determined by each intern group

    In-Service Presentations and Seminars

    In-Service seminars are designed to provide interns with didactic information related to the provision of clinical services to student populations on campus. Specific summer presentations are scheduled based upon intern requests, availability of funds, and availability of speakers. If interns are interested in special topics that have not been addressed during the spring or fall, the Training Coordinator schedules speakers when possible. Recent in-service seminars, presented by either senior staff or invited speakers, have included:

    • Rape Trauma Assessment, Treatment, and Referrals
    • Coping with Racial Trauma
    • Evaluation and Treatment of Eating Disorders on Campus
    • Crises Intervention: Assessment and Interventions
    • Motivational Interviewing and Substance Abuse Treatment
    • Early Career Development and Licensing
  • Training Requirements

    In order to meet expectations as psychologists-in-training, interns are required to complete the following assignments during the training year:

    • Participate fully in the August Intern orientation
    • Participate fully in the August Intern orientation Prepare and participate in all didactic seminars and professional development opportunities.
    • Prepare and present two (2) formal Case Presentations to the Counseling Staff.  At least one of the case presentations must focus on multicultural relationship issues, cross-cultural communication, and/or cultural assumptions about counseling.
    • Attend and participate in all scheduled supervision sessions. 
    • Identify questions, concerns, or other content to be discussed with supervisors.
    • Prepare video clips for review by supervisors or during supervision.
      Utilize the Client Tracking Sheet for all scheduled supervision sessions.  This requires:
      • Adding all new clients to the sheet upon Intake or other first session. 
      • Updating the sheet for each scheduled supervision session. 
      • Bringing a paper copy to your supervisor each scheduled session.           
    • Participate in the evaluation process with your supervisors, including receipt of and provision of feedback regarding the supervision experience and relationship(s).
    • Attend and participate in all scheduled staff meetings which include interns.
    • Prepare and participate in Resident Assistant Training (August and January).
    • Serve as a CHW consultant for a campus office.
    • Design and implement at least one (1) outreach or consultation project, training, or other intervention
    • Obtain feedback from the OTC Seminar Instructor prior to delivering an outreach project, training, or other intervention for the campus community or consulting office.
    • Prepare, utilize, review and provide to the OTC Seminar Instructor formal feedback forms from all training/outreach participants at each event, as well as a final consultancy evaluation form from the consulting campus office.
    • Provide 500 hours of direct clinical service which in the state of Massachusetts is defined as individual and group counseling sessions, and psychological evaluation and assessment
    • Maintain a client caseload of 18-20 clients each week
    • Be available to see new clients during scheduled Walk-in and Intake hours each week.
    • Notify clients of your status as an Intern and the requirements of supervision.
    • Inquire and obtain consent for video-taping of sessions as agreed to by the client.
    • Maintain comprehensive documentation of all client contacts (including phone calls and relevant emails) and all ROIs, third-party contact, consultations, or other case management activity in Medicat.
    • Provide individual supervision 1 hour weekly to the CHW Practicum student.
    • Review, provide feedback, and sign Practicum student session notes prior to forwarding to SOS licensed supervisor
    • Maintain a log of all supervision sessions to be utilized in SOS weekly and provided in total to the Training Coordinator at the end of the year.
    • Follow all CHW Policies & Procedures.
    • Adhere to existing state, local and national statures governing the practice of psychology.
    • Adhere to established ethical standards and guidelines for the practice of psychology, including the APA Ethical Principles of Psychologists, Standards for Providers of Psychological Services,  Specialty Guidelines for the Delivery of Psychological Services, Accreditation Guidelines for University and College Counseling Services (IACS); APA Ethical Principles of Psychologists and Code of Conducts, APA Guidelines Services to Diverse Populations, APA Guidelines Psychotherapy to LGB Clients, Psychology Education and Training From Culture-Specific and Multiracial Perspectives (Collaboration of AAPA, NLPA, ABP, APA, SIP, SPSEMI), APA Guidelines on Multicultural Education, Training, Research, Practice & Organizational Change for Psychologists
    • Complete all required Evaluations 
    • Maintain a record of all clinical hours and other training activities using the Hours Tracking Sheet and forward to the Training Coordinator weekly.
    • Videotape all clients who consent to be taped:
      • A minimum of 8 different clients’ sessions need to be reviewed in supervision each semester, at least 4 clients with the Primary Supervisor and 4 clients in Group Supervision.
      • Supervisors provided with at least one session to review by September 18st.
      • Supervisors, at their discretion, must have access to all video-taped sessions.
    • Complete 2000 total hours of supervised experience across the year.  Interns successfully obtaining the 500 clinical hours and 2000 total hours work 40-45 hours per week, 49 weeks of the year.  Time off (5 personal days in addition to University Holidays and a week in December) should be arranged during times when client demand is low, including January, Suffolk’s Spring Break, and June/July.


  • Intern Evaluation Process

    The Intern Self-Assessment is completed during orientation. The assessment is shared with the primary supervisor prior to setting training/learning goals for the internship program. The goals established will help frame the work of supervision and training. The Comprehensive Evaluation of Intern form is is completed by both the primary supervisor and the intern (self-evaluation) in December and May. Each supervisory dyad reviews the intern's performance as reflected by the various means of evaluation in December and May. In addition, Interns complete written evaluations with group supervisors, seminar facilitators, and of the Training Program as a whole in December and May. Summary evaluations of each intern are completed by the Training Coodinator at the middle and end of the internship experience and submitted to the Training Director of the intern's graduate program. In addition to the formal evaluation, staff members provide ongoing assessment and feedback to interns using the following means:

    • Weekly supervision sessions
    • Case Presentations
    • Scheduled meetings with the Training Director
    • Weekly consultation and outreach supervision of consultancy relationships
    • Informal (unscheduled) individual supervisory meetings


    Internships Available

    Three full-time twelve month internships are available for the academic year 2017. Applicants must be enrolled in an accredited doctoral program in psychology and have recent supervised clinical experience. The internship provides 2000 supervised hours during the training year. Candidates do not have to be United States citizens to apply. The stipend for 2017-2018 will be approximately $28,000.

    This offer of employment is contingent upon: successful completion of a background screening, which includes a Social Security trace, Sex Offender Registry Information (SORI), and criminal background Information (CORI), your eligibility to work in the United States, and your agreement to accept your pay via direct deposit.   You will be notified when the background screening is completed.

    Criteria for Selection of Interns

    The following criteria are among those considered when selecting interns:

    • Emotional and social maturity
    • Relevant clinical experience demonstrating skills in areas such as: intake assessment, individual and group treatment, consultation, outreach, and research
    • Experience and interest in working with diverse client populations and commitment to continuing development of multicultural competencies
    • Willingness to learn and apply new clinical conceptualizations and strategies in a university setting
    • Capacity to participate effectively as a team member of the  Counseling, Health, & Wellness staff
    • Overall sense of goodness of fit with supervisors and administrators in the Center
    • Ability to use various conceptual frameworks in applied psychology.
    • Interest and/or experience in conducting consultation and outreach programs
    • Interest and/or experience in conducting crisis assessments and emergency hospitalization
    • Interest and/or experience in conducting supervision
    • Previous experience in a college or university Counseling Center

    Application Procedures

    Applicants for a Suffolk University Counseling Center Internship in Health Service Psychology must submit the following by November 7, 2016 at Midnight EST.

    • APPIC Application for Psychology Internship (AAPI2016) Form (This on-line application form is available from the APPIC Web Site at ).
    • Transcripts of related graduate work (official copy not required)
    • Three (3) letters of reference, including one from the most recent clinical supervisor. Letters from clinical supervisors are preferred.
    • Current Vita

    Applicants must register to participate in the APPIC Matching Program. To do so, each applicant must complete an Applicant Agreement Form and return it to National Matching Services, Inc.

    To obtain an Applicant Agreement Form and materials describing the APPIC Matching Program, you must complete the Request For Applicant Agreement Package form and return it to the National Matching Services, Inc. An Agreement package will be sent by first class mail. Please note that it may take up to two (2) weeks to receive this package. If you wish to contact National Matching Services, Inc. directly, use the address below:

    National Matching Services, Inc.
    595 Bay Street
    Suite 301, Box 29
    Toronto, Ontario
    CANADA M5G 2C2
    Telephone: (416) 977-3431
    Fax: (416) 977-5020

    If you have other questions concerning internship applications and/or guidelines, please contact the American Psychological Association at the following address:

    Office of Program Consultation and Accreditation
    American Psychological Association
    750 First Street, N.E.
    Washington, D.C. 20002-4242
    Telephone: (202) 336-5979
    Fax: (202) 336-5978


    July, 2016

    Match registration opens.  Applicants can register for the APPIC Match Online via the National Matching Services web site. Please note that registering for the Match is a separate process from registering for the APPIC online.

    Internship Site Agreements for participation in the Match are sent to internship Training Directors, who must return their Agreements to National Matching Services, Inc. 

    December 1, 2016

    Recommended date by which applicants should register for the Match.

    December 31, 2016

    Applicants who register for the Match after this date must have their Director of Clinical Training provide explicit written authorization to NMS before the registration can be accepted.

    February 3, 2017

    Deadline to register for either Phase of the APPIC Match.  No applicant or program registrations for the Match can be accepted after this date.


    Monday, January 16, 2017

    The Rank Order List Input and Confirmation (ROLIC) system opens for applicants and programs to submit Rank Order Lists for Phase I of the Match.

    Wednesday, February 1, 2017 - 11:59 p.m. Eastern Time

    Phase I Rank Order List Deadline:  Deadline for submission and certification of Rank Order Lists.  All lists must be finalized and certified by 11:59 pm Eastern Time on this date.  

    Friday, February 17, 2017

    APPIC Phase I Match Day:

    10:00 AM Eastern Time:  Match results will be distributed to internship programs and applicants. Academic programs that are APPIC Associates will also receive the Match results for each of their students.

    11:00 AM Eastern Time:  Internship Training Directors and the applicants to whom they have matched may contact each other after this time.  


    Friday, February 17, 2017 - 11:00 a.m. Eastern Time

    A list of programs with positions available in Phase II of the Match is posted on the NMS web site.  Applicants who are eligible to participate in Phase II of the Match may submit applications to programs that are participating in Phase II.  

    Friday, February 23, 2017 - 11:00 a.m. Eastern Time
    All programs participating in Phase II of the Match must accept applications until this deadline.  Programs may elect to continue accepting applications beyond this deadline, but are not required to do so.  Programs participating in Phase II may begin to view and download applications.

    Monday, March 13, 2017 - 11:59 p.m. Eastern Time

    Phase II Rank Order List Deadline:  Deadline for submission and certification of Rank Order Lists for Phase II of the Match.  All lists must be finalized and certified by 11:59 pm Eastern Time on this date.

    Monday, March 20, 2017

    APPIC Phase II Match Day:  Results of the Match are released to applicants and training directors.  


    Monday, March 20, 2017 - 11:00 a.m. Eastern Time

    The APPIC Post-Match Vacancy Service begins operating and remains open through October 31, 2017.

    This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant.

    Submit On-Line Application materials via the APPIC website match at

    Dr. Stephanie J. Kendall, APA Training Coordinator/Associate Director
    Suffolk University
    Counseling, Health, & Wellness Center
    8 Ashburton Place
    Boston, MA 02108-2770

    Tel: (617) 573-8226
    Fax: (617) 305-1745

  • Counseling Center Staff

    Counseling Center Staff

    Jean M. Joyce-Brady, Ph.D.
    University of Maryland

    Stephanie Kendall, Ph.D.
    George Mason University

    Bryan Harnsberger
    William James College

    Hang Le Ngo, Psy.D.
    The Wright Institute

    Mark Furtado, Psy.D., M.S.W.
    William James College

    Teresa Blevins, Ph.D., CLYL       
    Auburn University

    Interns, 2016-2017

    Vanessa Alvarez, M.A. 
    Suffolk University 

    Jennifer Chang, M.S.Ed. 
    Teachers College at Columbia University

    Jose Javier Flores, M.A. 
    Azusa Pacific University 

    Staff Adminstration

    Sheila McCarthy

    Julia Albo

    Jo-Ann Mastro

    Lucia Ciccarello

    (Revised:  7/26/16)