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Internship and Training

Central California Psychology Internship Consortium (CCPIC) See their website @ CCPIC

The Training Program at the Central California Psychology Internship Consortium (CCPIC) is a full-time, twelve-month (1,500 hours) internship in Clinical psychology. CCPIC is accredited by the American Psychological Association (APA).


CCPIC offers the opportunity to gain a broad-based generalist experience working with agencies and staff that are highly trained and richly diverse in theoretical and cultural backgrounds. The agencies offer an intensive training program covering a broad range of experiences for the internship participants. Areas of concentration include children, community mental health, college counseling centers, inpatient, correctional psychology, and managed care. The sites provide a variety of theoretical orientations from which the intern may learn and hone therapeutic skills. It is the mission of CCPIC to provide the highest level of training for interns to prepare them for an ever-changing dynamic role in the mental health system of care.

CCPIC is part of the Golden State Psychology Internship Association (GSPIA) for more information about GSPIA please visit there website @ GSPIA


History

CCPIC was founded in 1987 and received its first accreditation by APA in 1990. It became inactive in 1993 and 1994, but in 1996 became active with a new organizational structure. It became a member of APPIC in 1998 and was granted APA accreditation under its current structure in 1999. CCPIC is made up of 6 different facilities within the Central Valley of California. Interns send their applications to GSPIA specifying which of the sites they would like to apply.

Mission

CCPIC aspires to provide the highest level of training for our interns in order to prepare them for assuming a dynamic role as professional psychologists in the rapidly changing world of mental health care. The overriding mission of the Consortium Training Program is to provide broad-based clinical training assuring that Interns will become generalist psychologists, competent in the areas of clinical intervention, assessment, professional development, multicultural issues, and professional ethics and standards. Emphases are placed on providing direct client care within the framework of evidence based practice, close supervision, and enhanced self-awareness. Interns are expected to practice within the scope of the APA Ethical Code, including the multicultural guidelines and also guidelines for psychotherapy with lesbian, gay, bisexual, and transgender clients.

Training Model

CCPIC is designed to prepare interns for a “generalist” professional practice in psychology. CCPIC ascribes to a practitioner-scholar model. Explicitly, the primary focus of the training program is the professional practice of psychology as it is informed by scholarly inquiry. The practitioner-scholar model of professional training prepares clinical psychologists to apply knowledge obtained from psychological science to the promotion of mental health and is intended for the welfare of individuals, families, groups, institutions, and society at large. This model of training is recognized by the American Psychological Association as appropriate for the preparation of clinical psychology practitioners. An emphasis is placed on developing knowledge, skills, and attitudes leading to competence as a clinician and as a scholar. Skills in assessment, diagnosis, and treatment are developed for application in a wide-range of clinical settings, taking into consideration features of individual and cultural diversity.

CCPIC also employs a developmental training approach, where expectations of minimum competency gradually increase as interns proceed through the sequence of coursework, supervised clinical practice, assessments and the completion of other requirements. The program is designed so that student’s assume increased responsibility and independence as they progress in their internship.

Internship Goals

One of the primary goals of the internship is to help facilitate the personal and professional growth of each intern based on the intern’s own learning plan. The training model is sequential, cumulative and graded in complexity. Training in ethical and professional standards will be incorporated in supervision and seminar presentations to prepare the interns for the highest standards of professional conduct. As a consortium member we are strongly committed to providing an internship experience consisting of intensive supervision, didactic seminars, case presentations, scholarly presentations and direct clinical experience.

Goals for Interns

1) Clinical Intervention: To develop practitioners who are generalists and who can apply knowledge based on various theoretical orientations and a range of psychological interventions that are both current and empirically based.

2) Psychological Assessment: To develop practitioners who accurately select, administer, score, and interpret multiple psychological assessment tools, who are able to synthesize assessment findings into a well-integrated report, and who are able to use assessment findings in the diagnosis and treatment of clients.

3) Professional Development and Life-long Learning: To develop practitioners who combine an awareness of personal/professional strengths and limitations with a commitment to respect and collaborate with others, an openness to new ideas, and a commitment to evidence-based practice and life-long learning.

4) Multi-Cultural Issues: To develop and train practitioners who recognize the importance of diversity and individual differences and who are aware of the effects of their own cultural and ethnic background in clinical practice.

5) Professional Ethics and Standards: To develop practitioners who know and use ethical principles as a guide for professional practice, research, self-evaluation and professional growth.

6) Supervision and Consultation: To develop practitioners who are knowledgeable about one or more models of supervision and consultation and who, in their professional work, are able to make use of and to provide supervision and consultation.

7) Scholarly Commitment: To develop practitioners who integrate research and theory in clinical practice.


Fresno City College Pre-Doctoral Psychological Internship

The Psychological Internship Training Program at Fresno City College and Reedley College offers 4 full-time, 1 year, pre-doctoral internship in clinical psychology with a broad range of experiences. Interns are placed at the Psychological Service Centers at both campuses. Fresno City College offers experience with an inner city population, and the Reedley College Campus offers experience with a rural community population. Interns spend 25 to 30 hours per week at one campus site and 8 hours per week at the second site, depending on the intern's major or minor focus.

The purpose of the Psychological Service Program is to meet the health needs of members of the college community. The populations served range in age from 18 to 65 with the mean age of 28. The interns work in conjunction with counseling and health services. The psychological services offer assistance to students and staff in a number of areas including: personal growth, crisis assistance, problems in living, relationship and family issues. A wide range of pathological problems are addressed with students from varied socio-economic backgrounds; the majority being ethnic minorities from low SES addressing cultural identity and stress related issues.

The psychological services of a community college campus are necessarily diverse. It is essential to provide mental health services of both a preventive nature, as well as direct services for individual students when needed. The need for diversity in psychological services has led to the development of the two distinct components of the program: (1) Preventive Services, and (2) Direct Services.

1. Preventive Service Component: Preventive services consist of four areas: (1) consultation, (2) dispersion of information, (3) guest lecturers, and (4) referral network assistance. The in-service training for the prevention service component will focus on each of the four areas:

A. Consultation: An ongoing problem-solving interaction which utilizes psychological principles and knowledge to enable faculty, administration and other staff to more effectively meet the needs of the college community. Interns participate in consultation in two areas: (1) Student-centered, consultation where a faculty or staff member has a work-related problem with a particular student, and, (2) Program-centered consultation provides input in the areas of instruction, administration, and counseling.

B. Dispersion of Information: Interns participate in the research and dissemination of information concerning psychological principles to heighten awareness of faculty and administration.

C. Guest Lecturer: Interns participate in providing in-service training by utilizing classroom settings for lectures, lead discussions, and conduct workshops for students, faculty, and the Psychological Service Program staff to promote understanding of mental health issues important to the college community.

D. Referral Network Assistance: Interns function as referral agents by establishing a liaison relationship with several off-campus resources and agency providers assisting the college community when indicated.

2. Direct Services Component: The in-service training for the Direct Services component consists of five major areas and interns are expected to have experience in these areas: a) Psychotherapy, (b) Group Therapy, c) Crisis Intervention, and d) Psychological Assessment. Although services are provided to predominantly adult populations, interns can have many family problem cases that are paramount, which result in interns providing psychotherapy with adults, adolescents, children and parents.

A. Psychotherapy
Long-Term Psychotherapy: The staff and interns provide long-term psychotherapy for clients who will benefit from this treatment modality. Psychotherapy is utilized for the treatment of neuroses, psychoses, personality disorders, relationship difficulties and for victims of violence and abuse. Implicit in this approach is a concrete analysis of the range of individual orientations used including Psychoanalytic, Cognitive/Behavioral, Person-Centered, Reality, Gestalt and Social Learning perspectives of therapy. Individually tailored treatment plans are initiated for each client.

B. Brief and Individual Therapy:
Brief therapy is a relatively short-term intervention that is applicable to individual counseling, family therapy, crisis intervention, institutional management and organizational development. Interns and staff utilize a wide range of orientations with clients in order to achieve effective and desired goals. The brief therapy model delineates (1) six to eight sessions of supportive therapy throughout the crisis; (2) an extension of services under emergency conditions, or when a referral is pending; or (3) referral to other agencies for clients requiring further treatment not offered at the Psychological Service Center (i.e., inpatient drug treatment services, etc.)

C. Group Therapy:
A variety of group therapy sessions are offered. Group sessions are conducted by interns to promote personal growth in areas such as Stress Management, Behavior Modification for Addictions, Interpersonal Relationships, and Self-Esteem. In conjunction with Counseling Services, interns serve as resource persons for group counseling in areas such as Career, Learning Assistance and Personal Issue Groups.

D. Crisis Intervention:
A coordinated team approach is utilized to effectively deal with on-campus crisis situations. Interns participate as members of the Crisis Intervention Team, which includes psychologists, trained counselors, district police, and nursing services. The intern assists the team by providing extensive 24-hour on-call crisis coverage to the campus community.

E. Psychological Assessment:
Psychological Services is responsible for overseeing testing and assessment for the State Center Community College District. This responsibility is shared by the interns, the Disabled Students Program staff, the Counseling Program staff, and Psychological Services. Testing and assessment involves preventive and direct service programs. Preventive programs focus on testing associated with personal growth, self-understanding and learning disability. Direct services are related to the identification of psychopathology and involve psychological assessment in order to obtain mental status, make differential diagnosis, develop a treatment plan, and answer referral questions or make appropriate referrals as needed. Tests currently employed are the MMPI-2RF, MCMI-III, TAT, Bender-Gestalt WIAT-II, WMS-IV and WAIS-IV.

Cases are often referred for psychological assessment to obtain a formal evaluation of the client's mental status. Interns are exposed to the various instruments and techniques for testing and/or measuring characteristics, (e.g., projective tests, achievement tests, diagnostics, personality inventories and tests of intellectual and mental ability). Once interns have organized and evaluated collected information, they will obtain additional information, and then formulate a working hypothesis for treatment and therapy.

Stipend: 20,000.

Staff

Brian Olowude, Ph.D., Coordinator
Cross Cultural, Brief Therapy, Forensic.

Gareth Houghton, Psy.D. - Psychologist I
Chronic and acute pain management in outpatient settings, dynamic orientation, clinical hypnosis, mood and anxiety disorders.

Guadalupe Vasquez, Psy.D. - Psychologist
Adjunct Supervisor.

Typical Weekly Schedule

A typical weekly schedule for a Fresno City College intern consists of approximately 40 hours consisting of individual therapy, teaching, individual supervision, group supervision, outreach, and general administrative duties. Friday mornings are reserved for consortium meetings.

Intern Prerequisites: To qualify for a GSPIA appointment, the applicant must be a student in good standing (preferably from an APA accredited psychology program) leading to a doctoral degree in clinical, forensic or counseling program.

All incoming intern applicants must have the following minimum requirements: 250 hours of assessment and 800 practicum experience in settings appropriate for a doctoral level psychology intern. Practicum experience must be acquired at two independent sites.


Applications


Complete Application will include:

Cover Letter: Include why you want consideration for the agencies you have selected.

Vitae: Vitae should include such relevant data as previous psychotherapy, assessment and other clinical experiences, educational achievements, and research experience and publications.

Transcripts: "Official" graduate transcripts.

3 Letters of Recommendation: One should be from the degree-granting Director of Training indicating that you will have completed the program requirements for internship placement by the internship starting date.

Interns may be subject to pre-employment drug screening and health assessment.

Applications must be submitted via the online AAPI located on the APPIC Website @ APPIC

Accreditation :
The Central California Psychology Internship Consortium (CCPIC) is Accredited by the American Psychological Association the last  site visit occurred March 2013.

Inquiries about the accreditation status of our psychology internship program may be directed to:

Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
(202) 336-5979


 

Last updated: 3/21/2013 8:57:19 PM