Internship Opportunities

Internship Study Group

Internship in Health Service Psychology

University of California, Riverside
APPIC Member #1726

Counseling and Psychological Services (CAPS) is pleased to offer an APA accredited Internship in Health Service Psychology. Our program was awarded APA-Accreditation, with the initial accreditation date of November 8, 2013. We received accreditation for seven years with our next accreditation site visit to be held in 2020.

Inquiries regarding the accreditation status of our internship training program may be directed to:

Office of Program Consultation and Accreditation
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 or (202) 336-5979 
TDD/TTY: (202) 336-6123 
Fax: (202) 336-5978


Click through the following topics for more information.

  • Internship

    We offer a 12 month, full-time APA accredited internship in health service psychology that will begin on August 3, 2020. Our internship follows all APPIC Match policies and abides by the policy that no staff member will solicit, accept or use ranking information from applicants in our selection process (see "How to Apply"). The internship provides supervised training in individual therapy, group counseling, preventive outreach, and crisis intervention. Strengths of our internship include an emphasis on outreach, multicultural sensitivity and diversity awareness. Our internship facilitates professional development in clinical services, outreach, ethical integrity and respect for differences. Our diverse staff is committed to providing a training experience that is developmental, respectful, and comprehensive.

  • Internship Admissions, Support and Initial Placement Data

    Internship Program Admissions









    Date Program Tables are updated: August 16, 2019

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

    This a 12 month, full-time APA accredited internship in Health Service Psychology. The program provides supervised training in individual therapy, group therapy, outreach, consultation and crisis intervention. The program places a strong emphasis on multicultural sensitivity and diversity awareness.










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

    Total Direct Contact Intervention Hours




    Total Direct Contact Assessment Hours













    Describe any other required minimum criteria used to screen applicants:

    Degree candidacy in a doctoral program in counseling or clinical psychology (APA accredited) Completed 3 years of doctoral coursework (500 APPI intervention hours) Dissertation proposal approved by start of internship, Comprehensive exams passed by APPIC ranking deadline,, Must pass criminal background check

    Financial and Other Benefit Support for Upcoming Training Year*

    Annual Stipend/Salary for Full-time Interns



    Annual Stipend/Salary for Half-time Interns


    Program provides access to medical insurance for intern?




    If access to medical insurance is provided:


    Trainee contribution to cost required?




    Coverage of family member(s) available?



    Coverage of legally married partner available?




    Coverage of domestic partner available?



    Hours of Annual Paid Personal Time Off (PTO and/or Vacation)



    Hours of Annual Paid Sick Leave


    In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?




    Other Benefits (please describe): Use of on campus resources (ie. school library)

    Trainee contribution to health care insurance is dependent on the plan the trainee chooses, thus the cost will vary. There are specific requirements before the trainee qualifies for domestic partner eligibility.





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





    Initial Post-Internship Positions




    (Provide an Aggregated Tally for the Preceding 3 Cohorts)







    Total # of interns who were in the 3 cohorts




    Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree








    Community mental health center




    Federally qualified health center





    Independent primary care facility/clinic




    University counseling center




    Veterans Affairs medical center




    Military health center




    Academic health center




    Other medical center or hospital




    Psychiatric hospital




    Academic university/department




    Community college or other teaching setting




    Independent research institution




    Correctional facility




    School district/system




    Independent practice setting




    Not currently employed




    Changed to another field












    Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time.  For former trainees working in more than one setting, select the setting that represents their primary position.




  • Qualifications
    • Degree candidacy in a doctoral program in counseling or clinical psychology (APA accredited preferred).
    • Completed three years of doctoral coursework; 500 APPI intervention hours.
    • Dissertation proposal approved by start of internship.
    • Comprehensive exams passed by APPIC ranking deadline.
    • In adherence to UC policy, matched applicants must be able to pass a criminal background check. The background check will be conducted after the match in accordance with the California Department of Justice and Federal Bureau of Investigation. Applicants who match to our program but do not successfully pass this background check will be dismissed from the internship (see APPIC Match Policy 6b)."

    Interns are selected based on their solid grasp of psychological theory, knowledge and applied experience. They are expected to have training experiences and goals that emphasize direct service delivery, college student development, multicultural sensitivity and ethical acuity.

  • Philosophy

    The internship follows a Practitioner-Developmental-Mentorship model and provides supervised training and experience in the practice of health service psychology in a diverse university counseling center setting.The practitioner orientation of the program emphasizes the importance of applying existing knowledge and skills in clinical practice. We believe that the intern's development occurs through didactic and experiential learning activities. Its guiding principal is that learning is a developmental process that is dependent on support, challenge, feedback, and role modeling. Initially, the program provides relatively more structure in intern training and experiences, encouraging more autonomous intern functioning as training progresses. The complexity and challenges of these activities increases within a consultative and supportive environment. Moreover, the program recognizes an intern's professional development as a continuing process through the timing of clinical seminars and client assignment, and a developmental approach to supervision. Further, the training program supports a "mentorship" philosophy that facilitates maximum trainee interactions with staff members through a variety of clinical, training, and outreach/consultative activities. In keeping with that philosophy, the program's mentorship emphasizes the supervisor-supervisee relationship throughout the internship.

    The internship is a crucial experience where the intern is expected to transition from student to an entry-level professional, capable of independent practice. High importance is placed on providing a setting where an intern's professional identity is explored and further developed. All the clinical staff members are hired with the expectation of contributing to and being actively involved in our training program. Multiculturalism is a core value that is shared by staff members and interweaved throughout the training program. An awareness of and respect for differences among professionals, as well as appreciation for client diversity is essential. This value also reflects respect for diversity of the students, faculty and staff, and the university mission.

  • Goals and Objectives

    The doctoral internship expects interns to develop intermediate to advanced competencies by the end of the year in the following areas; 1) research, 2) ethical and legal standards, 3) individual and cultural diversity, 4) professional values and attitudes, 5) communication and interpersonal skills, 6) assessment, 7) intervention, 8) supervision, and 9) consultation and interprofessional/interdisciplinary skills.

    Goal 1: Demonstrate a broad range of clinical skills required for the practice of health service psychology

    • Client assessment, conceptualization and treatment planning
    • Develop competency in counseling and psychotherapy practices that is based on empirical research
    • Client Risk Management/Crisis intervention
    • Group Counseling

    Goal 2: Demonstrate competency in outreach and consultation

    • Develop, deliver and evaluate outreach programs
    • Represent the counseling center through consultation
    • Cultivate knowledge of consultation models/theories
    • Integrate diversity considerations in one’s consultation/outreach activities
    • Establish and maintain working relationships with other disciplines and stakeholders

    Goal 3. Demonstrate competence in integrating scientific knowledge and practice

    • Develop knowledge and understanding of various theories of supervision
    • Evaluate and disseminate scholarly literature regarding the practice of health psychology
    • Demonstrate application of research in one's practice

    Goal 4: Demonstrate multicultural competency, skills, awareness, and values

    • Engage in ongoing self-assessment/awareness (e.g one’s personal/cultural values, experiences, and biases
    • Understand the current theoretical research and literature on how to manage diversity in one’s professional role
    • Incorporate the diversity knowledge and understanding of one’s personal differences in their role as a mental health professional

    Goal 5: Demonstrate ethical and professional behavior necessary for the practice of health service psychology

    • Ethical decision making based on legal/ethical guidelines
    • Cultivate a professional identity as a psychologist
    • Illustrate professional  behavior and judgment
    • Approach to supervision and role as an intern
    • Understand personal qualities and impact of self on others in a professional and collegial setting 
  • Experiential Learning Activities
    • Intakes: Interns complete 3-5 intakes each week. Intakes are for screening, diagnostic and informational purposes. Interns are expected to assess current problem and risk features, obtain relevant history, and formulate a treatment plan and recommendations. Interns present their intakes at our weekly treatment planning and referral meeting.
    • Individual therapy: Interns spend approximately one-third of their time conducting individual counseling. The center utilizes a brief therapy model. Psychology interns may carry up to two long-term clients.
    • Crisis assessment and consultation: Interns receive training in risk assessment, consultation and crisis intervention protocols. Each intern is scheduled 4-5 hours of urgent walk-in coverage (Counselor on Duty) each week.
    • Group therapy: The center offers a variety of therapy and support groups, as well as theme-oriented groups. Interns will have opportunities to co-lead groups with a senior staff member, and/or serve as group process observer.
    • Outreach and consultation: Outreach and consultation services to the university community are considered a highly significant aspect of a trainee's work. Interns will meet with the training director and outreach coordinator to discuss expectations and set learning goals for this portion of the training program. The majority of outreach work involves presentations. Evening and weekend outreach is often necessary. Interns are required to complete a minimum of one outreach presentation each quarter. Interns also develop and deliver an "innovative outreach project" based on intern interest and campus needs.
    • Psychological Testing: Psychological testing is often integrated into the therapy process itself. Many tests are available, including the MCCI, MMPI-II, MCMI, 16-PF, among others. Interns are required to complete psychological testing with a minimum of one client during the year.   
  • Training Activities

    Individual supervision: Interns receive two hours of face-to-face individual supervision each week. Supervision of all intern work is structured in accordance to California Board of Psychology regulations, which stipulates that supervision provides for 10% of time worked each week. As this is a full-time, 40 hour per week appointment, interns will receive a minimum of 4 hours of supervision each week (this includes 2 hours minimum of individual supervision, and 2 hours of group supervision). All supervision is provided by licensed clinical staff and focuses on psychological services delivered by the intern, as well as on intern professional development. Additional supervision is arranged for psychological testing and outreach. Individual supervisors are assigned in September by the training director. The training director will provide supervision in the interim during the month of August.

    Group supervision: Group supervision focuses on case conceptualization, clinical skills, case management and professional development. Interns meet together with a group supervisor on a weekly basis and discuss their cases and address clinical and case management issues.

    Diversity group supervision: Interns meet with a group supervisor on a weekly basis and address the complexity of one's multiple identities and roles, intergroup relationships, and how they are all interconnected. The group will not only focus on the clients at CaPS but the trainee's own multiple identities and intersectionality and its impact on their clinical practice.

    Hospitalization/High Risk cases group supervision: Interns meet with CaPS' Crisis Director once a week to discuss any current high risk clients and/or recent hospitalization situations. The purpose of the group is to allow time to provide additional support to the interns to manage the increasing high acuity in college mental health.

    Supervision of group counseling: Interns who co-lead or serve as a process observer in a group will receive weekly half hour supervision from the senior staff that co-leads the group.

    Clinical/diversity seminars: Interns will participate in a two-hour seminar on a weekly basis. The seminars will alternate between clinical and diversity topics. Didactic training seminars focus on the development of clinical skills, and professional identity, and diversity awareness in the intern. Weekly 2-hour clinical seminars address various clinical, and professional issues, such as ethical decision making, psychological interventions, treatment issues, evidence-based practice, and mental health law. As for diversity seminars, some topics may include, gender and sexuality, power and privilege, and religion. Times are also set aside for monthly case conferences or professional development training in areas that are of interest to the career staff and interns. Further, interns will make presentations at case conference.

    Case Conference with Psychiatrist: Interns will have a one hour case conference meeting with the Student Health Services psychiatrist once a month to discuss clinical cases.  

    Treatment, planning and referral (TP & R) meetings: The staff meets once a week to review those clients seen recently in intake sessions. Interns present their intakes and receive feedback in regard to treatment planning, which may involve referral to another counselor or an off-campus resource.

    Meetings with the Training Director: Interns meet with the training director one hour a week in the fall quarter and biweekly for the remainder of the internship. This meeting addresses any administrative business related to the training program or to address other concerns regarding intern professional development.

    Meetings with the Director of Counseling and Psychological Services: Interns will meet with the director of the center once a quarter to address any business related to Counseling and Psychological Services.

    Intern support group: Interns meet one hour every week for peer support and discussion of issues that relate to the internship.

  • Service Responsibilities

    Professional involvement takes place throughout all internship activities. This includes, but is not limited to, clinical services, outreach and consultation services, training seminars, staff meetings and administrative tasks. In addition, interns audio record or videotape all intake and therapy sessions.

    The following list outlines the amount of time each week, on average, an intern devotes to specific services and training activities.

    • Intakes: 3 - 5 hours
    • Individual Therapy: 10 - 15 hours
    • Counselor on Duty: 5 hours
    • Group Therapy: Up to 2 hours
    • Outreach and Consultation: Up to 4 hours
    • Individual Supervision: 2 hours
    • Group Supervision: 3 hours
    • Group Therapy Supervision: 0.5 hour (if facilitating a group)
    • Training Seminars: 2 hours
    • Treatment Planning Meetings: 0.5 hour
    • Staff, administrative meetings, case conference:1-2 hours
    • Intern Support Time: 1 hour
    • Testing, Report Writing: Variable
    • Paperwork, charting: 5 hours
  • Licensure Hour

    The 2020-2021 health service psychology internship at UCR is a full-time (40-44 hours per week), 12-month internship. The psychology intern can expect to accrue between 1800 to 2000 hours of supervised professional experience depending on their use of sick and vacation days. Trainees are responsible to ensure they meet the minimum required number of hours for their home program and respective state licensing board.Twenty-five percent (25%) of these hours must be in direct, face-to-face service. The 2020-2021 internship begins on August 3, 2020.

  • Stipend

    The 12-month funded internship positions will carry an annual salary of $31,320. Interns accrue vacation and sick leave, and have time professional development. Medical insurance and other university benefits are provided (e.g., access to library).

    In addition, each intern has a private office in Counseling and Psychological Services. Intern offices are equipped with a computer, printer, and telephone. Computers have access to email and the internet. Each intern office has a desk, comfortable chairs, end table, bookcase and lamp. Each office is also equipped with Logitech Webcams for supervision purposes. Administrative support staff provides assistance in scheduling appointments, filing, and other office related duties.

  • How to Apply

    Applications are accepted and reviewed via an online application process (See the APPIC website for more details). Please note that we do not offer a part-time or half-time internship. The internship adheres to APPIC Guidelines, and abides by the policy that no person at this training facility will solicit, accept, or use any rank-related information from any intern applicant in our selection process. Applicants to our program must be enrolled in the national internship matching program. The applicant agreement form and materials describing the Internship Matching Program can be found by contacting:

    National Matching Service, Inc.
    595 Bay Street Suite 301, Box 29
    Toronto, Ontario, Canada M5G2C2
    Phone: (416) 977-3432 
    Fax: (416) 977-5020

  • Evaluation Procedures

    The internship program views evaluation as a collaborative and interactive process designed to assess the strengths and limitations of both the intern and the training program. During initial orientation, interns complete written self-assessments of their skills, which are discussed with their supervisors and linked to goal setting. Intern progress is evaluated biannually by their supervisors and is provided in written and oral format. The training director forwards a copy of these evaluations and a summary progress letter to the academic home program. All evaluations of intern progress are jointly determined via input from supervisors, training director, Counseling and Psychological Services director, and relevant licensed clinical staff.

    To progress satisfactorily through the doctoral internship training program, on the mid-year evaluation, interns must receive 60% of scores at or above the score of "3" or greater. Should an intern fall below this standard, a remediation plan will be implemented. Any score of "1" (indicating performance "unsatisfactory") on any competency area will lead to the immediate implementation of a remediation plan, and be the focus of the mid-year evaluation meeting with the intern and his/her/their supervisors and training director. To successfully complete the doctoral internship training program, on the final intern evaluation, interns must receive 90% of scores at or above the score of "3" or greater.

    Interns will also have opportunities to evaluate our internship program. Feedback from interns is a crucial factor in monitoring and enhancing the quality of our training program. Interns complete biannual evaluations of their supervisors, fill out quarterly evaluations of clinical seminars, and evaluate the training program at the end of internship. However, interns are strongly encouraged to provide ongoing feedback to the training director or their supervisors should there been concerns about their training experience.

    Policy on Evaluations and Training Contracts: Internship evaluations are completed twice yearly using both Likert-scale and qualitative items. Our in-house evaluations are competency based and reflect benchmarks established by the profession. Counseling and Psychological Services staff do not complete additional departmental evaluations or sign/enter into training contracts. Please check with your DCT to see if you are eligible to apply to our program.

  • Application

    We welcome and encourage applications from diverse individuals. Please see the APPIC website for the online application process. We will not accept any paper materials. Applicants should submit an APPI application and all required documents to APPIC online. Any file with missing application materials will not be reviewed by the Selection Committee. A complete application for our internship program includes the following standard materials:

    • Completed AAPI. We do not require additional essays.
    • Curriculum vita
    • Cover letter outlining how your training goals, experience, and qualifications fit with our internship
    • Three letters of recommendation. At least two should be from clinical supervisors. Letters should address strengths and areas for growth.
    • Graduate school transcripts
    • Completed applications must be received by Nov. 17, 2019 at 11:59 PM. We cannot accept late or incomplete applications.
    • APPIC Match Code: 172612

    Please direct all materials and questions to:

    Jennifer Hung, Psy.D
    Training Director/Assistant Director

    Counseling and Psychological Services
    University of California, Riverside
    Riverside, CA 92521
    Phone: (951) 827-5531

  • Selection Process

    We will notify all invited candidates for either a zoom interview or phone interview by December 20, 2019. All interviews will be scheduled through the doodle poll website that will be emailed out to prospective interviewees. All interviews will take place in January and last about 45 minutes. The training director, 1-2 senior staff and current intern group will be on the interview panel. 

    We look for applicants who demonstrate a good fit between their training goals and our internship. All applicant data are evaluated using the following criteria: interest and goals of applicant appropriate to the internship program; ethical judgment and conduct; strong theoretical and academic foundation for effective clinical intervention, and demonstrated sensitivity to diversity and multicultural issues. Rankings for preferred applicants are submitted to the National Matching Service in accordance to APPIC guidelines, deadlines, and recommendations.

    Counseling and Psychological Services adheres to the University's Personnel Policies for Staff Members, Policy 12 on Nondiscrimination in Employment. Furthermore, Counseling and Psychological Services does not discriminate against clients or staff on the basis of race; color; religion; marital status; national origin; ancestry; sex; sexual orientation; physical or mental handicap; medical condition; status as a veteran or disabled veteran or citizenship.

  • Professional Training Staff
    • Elizabeth Mondragon, Psy.D 
    • Loretta Mead, Psy.D.
    • Lee Stillerman, Ph.D.
    • Jennifer Hung, Psy.D  
    • Farid Azhir, M.S., LMFT 
    • Sarah Pemberton, MSW 
    • Ayoka Bell, Psy.D 
    • Thomas Tadros, LMFT 
    • Mario Rocha, LMFT
    • Crystal Saidi, PsyD
    • Nicole Pitsavas, Psy.D 
    • Eyrn Parks, Ph.D 
    • Tina Luis-Brown, LMFT
    • Johnson, Heather, LMFT 
    • Ellington, Jarrett, Psy.D
    • Larin, Danielle, LMFT
    • Laura G. Valdovinos, M.D., M.P.H 
    • Lee, Lenette, NPP
  • 2019-2020 Psychology Interns
    • Niki Sarrafian, M.S  Clinical Psychology University of La Verne
    • Danielle Hanley M.A Clinical Psychology Alliant University-San Diego
    • Emily Bragg, M.A Chicago School of Professional Psychology-Orange County
  • About UC Riverside

    The University of California, Riverside is located approximately 60 miles east of Los Angeles, driving distance to most of Southern California. Enrollment at UCR during Fall 2018 was about 20,581 undergraduate and 3341 graduate students. In 2018, approximately 11% of undergraduate UCR students identified as White, followed by 33.8% Asian American, 41.5% Chicano and Latino, and 3.3% African American. Also, 56.6% of students identified as First Generation College Student. 

    Find out more about UCR.

  • About UC Riverside Diversity

    The University of California, Riverside recognizes the importance of a diverse student body and making appropriate services available for our students. Some highlights of our commitment to diversity include UCR being listed in the top ten colleges for LGBTQ resources and being one of the five most diverse research universities in the United States.

    UCR values center on creating a culture of open inquiry, pluralism, mutual respect and engagement. The educational benefit of diversity for students, faculty, and staff has long been recognized by UCR's Chancellor, who created the Associate Vice Chancellor, Diversity, Excellence and Equity (AVCDEE). The AVCDEE has created a 2014-2015 affirmative action plan for equal employment opportunities and nondiscrimination for women and minorities, veterans, and individuals with disabilities. In addition, there are many campus-wide initiatives that promote diversity as a means to academic excellence, multicultural understanding and professional competence.  According to UCR's Associate Vice Chancellor of Diversity, Excellence and Equity UCR has made a significant increase in both women and minority academic staff, plus steady progress in diversifying administrative staff.

  • About Counseling and Psychological Services

    Counseling and Psychological Services offers programs and services to assist UC Riverside students in psychosocial adjustment and emotional well-being. The Center places strong emphasis on identifying and assisting distressed students, consultation, and outreach. It is dedicated to creating a positive, healthy atmosphere for undergraduate and graduate students, promoting academic, career, personal and social development, and supporting a culturally diverse campus.


Take an online or in-person training to learn how to support emotionally distressed students and veterans.