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Student Health Services

Training Programs

We offer hands-on professional training for graduate and post-graduate students going into counseling, social work, pharmacy, psychiatry and health services psychology.

Hands-On Professional Training

Students going into counseling, social work, pharmacy, psychiatry and health services psychology can apply for training opportunities with real cases and real clientèle to help them prepare to transition from graduate work to working as professional providers.


Counselor Training Program for Ed.S. Candidates

Our department is a clinical placement site for students enrolled in the University's Ed.S. Counselor Education Program. 

The training program lasts a full academic year, 36 hours per week. 

Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional counselors. The counseling and psychiatry counselor trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program.

We provide an essential practice environment that offers high quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in the Counseling & Psychiatry Department offers an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling.

Social Work Training Program for MSW Candidates

Our department is a clinical placement site for students enrolled in the University of South Carolina's Masters of Social Work (MSW) program that seek an individual, family and group concentration.

Open to students enrolled in an accredited MSW program who are seeking an individual, family and group concentration. Priority is given to those enrolled in the University of South Carolina's social work program. Candidates from other programs who have completed the required prerequisites may also apply.

The training program lasts a full academic year, 16 hours per week. Participants typically work a Monday/Tuesday schedule. 

Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional social workers. The Counseling & Psychiatry MSW trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program.

We provide an essential practice environment that offers high-quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in Counseling & Psychiatry offer an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling.

Pharmacy Preceptorship  

Counseling and Psychiatry's preceptorship is an advance placement for the clinical experience and supervision of students enrolled in the Doctor of Pharmacy Pharm D program of the university's College of Pharmacy.  

Psychiatry Fellowship  

Counseling and Psychiatry's Psychiatic fellowship is designed in partnership with the University of South Carolinas School of Medicine for Medical Physicians acquiring clinical training in an environment emphasizes patient-centered, science-driven, team-based psychiatric care.  


APA-Accredited Doctoral Internship in Health Services Psychology

Our Counseling & Psychiatry Department is proud to offer a doctoral internship in health services psychology. 


The internship has been in existence since 1985 and received initial accreditation from the American Psychological Association in 1989. We are pleased to announce that the APA’s Commission on Accreditation has granted continued accreditation to the University of South Carolina, Counseling and Psychiatry’s Doctoral Internship in Health Services Psychology through 2029.

For information regarding our APA accreditation, please contact the APA Committee on Accreditation with the following information:
phone: 202-336-5979 or 202-336-6123 TDD
web site:
USPS: 750 First Street, NE, Washington, DC 20002-4242

Interns are paid an annual stipend of $25,500. Interns are classified as non-exempt employees and paid upon the hours they work.  Interns are required to complete 2000 hours during the internship year and are encouraged to be judicious about requesting annual leave as it accrues to ensure completion of the required hours.  More benefits may be available.

NOTE: 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. 

The University of South Carolina, Student Health Services, Counseling and Psychiatry is a participant in the Association of Psychology Postdoctoral and Internship Centers’ (APPIC) Match for Psychology Internships through the National Matching Services. Our program 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. As such, we utilize the  APPIC Application for Psychology Internships (AAPI).

APPIC Match Program: Match Code: 1553

Candidates must meet the following criteria to be considered:

  • Current enrollment in an APA-accredited (or CPA-accredited) doctoral program in counseling or clinical psychology.
  • Successful completion of doctoral comprehensive exams.
  • Completion of a minimum of 450 intervention experience* hours from practica by November 1 and a minimum of 1,200 total practicum hours. 
  • Approval by the academic training program verifying readiness for internship.
  • Completion of all required coursework and practica prior to the starting date of the internship.

Favorable consideration will be given to applicants who will have completed or made substantial progress toward completion of their dissertation by the start of the internship year.

Applicants should be prepared to work with clients presenting with a wide range of emotional, behavioral and well-being challenges and clinical diagnoses (ex: mood and anxiety disorders, interpersonal or personality disorder traits, trauma or abuse recovery, eating disorder and body image disturbance, alcohol and other drug use concerns, identity issues including sexual orientation, gender identity, cultural identity, etc.). Applicants must be comfortable working with a diverse clientele. College counseling experiences is preferred but not required.

*What Is Intervention Experience?
Refer to the AAPI for what is included under "Intervention Experience." These hours may also include practicum training accrued during a terminal master’s program. On the other hand, although we value applicants' non-practicum clinical work in mental health services (e.g., jobs, volunteer work) as a helpful indicator of applicants' overall background and experience in the field, hours of non-practicum services should not be counted towards this criterion.


Complete the APPIC Application for Psychology Internship (AAPI) online.

Online applications must be completed by Nov. 16, 2022.

Applications must include:

  • Letter of intent/application
  • Three letters of recommendation from individuals familiar with the applicant's clinical performance
  • Graduate school transcripts
  • Current curriculum vitae

Step One
The first step is a review of application material. Following this review, our selection committee identifies a list of 24 applicants who are judged as having experiences and goals that are a "good fit" with the training expectations and opportunities at our site.

Step Two

Intern applicants to be interviewed will be notified about selection as finalists on Dec. 16, 2022 by phone with instructions for interview date and time options. This year’s interviews will be held January 3, 4, and 5, 2023.  Candidates will select the date that fits best with their schedule on those dates.

Step Three
The third step is a Skype interview. Candidates are interviewed by 2 different groups of 2-3 staff members and current interns in 2 back-to-back 45-minute interview segments for 90 minutes total. Each interview team has a different list of questions for the candidates, and a little time is afforded for questions from the candidate. Candidates will also have a 15-minute question and answer session with our current intern’s post interview. Interviews are only offered via Zoom.

Onsite visits are encouraged, however onsite visits do not in any way affect final ranking or selection decisions. Intern applicants are encouraged to visit us post interview. If interested in visiting please contact the Training Director by phone or e-mail and a follow up e-mail to coordinate an hour block where intern can tour the center and meet available staff. 

After the Match Results:

Upon a successful match, entry into the CAPS Psychology Internship Program is contingent upon completion and acceptance of the University of South Carolina employment application. Matched Internship candidates will be accepted into the CAPS Psychology Internship Program pending favorable application and background investigation results. For more information or questions about this policy, please contact the University of South Carolina, Student Health Services Human Resources Office of Human Resources.

Internship is a time to continue the development of professional skills and to make the transition from graduate student to early career psychologist. The internship program offers training in a variety of areas related to the profession of psychology. We attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge. We see interns as emerging professionals and treat them, accordingly, giving a great deal of autonomy and responsibility – consistent with the role of an apprentice. Our expectation is that Interns arrive ready to meet the challenges of the clients while working flexibly and adaptively to meet the level of competency consistent with their evolving developmental level. As they matriculate through the program, interns are expected to function and practice more autonomously and will be charged with the responsibility to function with increased independence.  

The philosophy of Counseling and Psychiatry’s psychology internship program is a Developmental-Apprentice-Practitioner (DAP) Model. Counseling and Psychiatry’s internship program aims to build upon the theoretical, empirical, and clinical foundations that interns receive from their respective academic psychology programs.

Specifically, The doctoral internship program at the University of South Carolina Student Health Services (UHS) -Counseling and Psychiatry’s Aims are:

  • provide a training/practice environment that prides itself on the utilization of the medical home model of service-delivery program to the students of the University of South Carolina.

2) provide core training that attends to the development and utilization of evidence-based practice through research,

  1. encouraging ethical practice,
  2. grow in individual and cultural diversity competencies,
  3. practice professional attitudes, refine communication and interpersonal skills,
  4. improve diagnostic assessment and intervention skills,
  5. learn supervision theory and consultation
  6. and develop skills to work within an interdisciplinary team.

Throughout the different facets of our training program, we assess the level of skills — strengths and growth edges — and make commensurate goals for each trainee. We require all interns to participate in ongoing didactic, skills-based, and process-oriented seminars. In addition, they must complete tasks that demonstrate their diagnostic assessment, intervention, and other professional skills. Specific aims for professional development are addressed in individual supervision, group supervision, and professional peer relationships.

The possibility for interns to provide supervision to second year Educational Specialist (Ed.S. — a Master’s degree plus program) practicum student in the Marriage and Family Therapy track during the second semester of the training year provides another element of training that we hope to offer during this internship year. This possibility is contingent upon us accepting qualified candidates to our Counselor Training Program for Ed.S. Candidates, trainees level of competency, skill, and practice at the time of evaluation for supervision responsibilities and readiness as reported by supervision of supervision supervisor for doctoral interns. The opportunity to work with therapists at an earlier developmental stage provides perspective and clarity of their professional abilities and further facilitates their participation in the different facets of our training program.

Apprentice roles and relationships become the vehicle to develop skills in a supportive environment. Interns may be involved in co-therapy, co-leadership, and consultative relationships throughout their tenure here at the counseling center. In addition, individual supervision focuses on management of the apprentice’s caseload so that each client receives supervisory attention. These mechanisms help to calibrate your professional autonomy based on your skill attainment along with the complexity of the case. 

Clinical practice through direct face-to-face client contact is the medium for our apprentices to learn about the complexity of providing services. We work with diverse students from different countries, sexual orientations, cultures, races, geographical regions, physical attributes, socio-economic groups, religions and many other distinctions. Doctoral Interns will be challenged to respect and learn from their clients and to adapt their models and therapeutic techniques accordingly. Your clients will be your best teachers and the guidance you receive from staff will serve to help you develop your best practice.

While there is a basic core program of training, interns are encouraged to tailor their training experience to meet their specific needs. If we can provide training in your area of interest or help you to cultivate that interest your individual supervisor will assist you in generating your requests. Interns have some opportunity to customize their training in terms of the types of clients that they work with, the types of community-based services and consultation projects they undertake, and the types of groups they run. For example, it is a possibility to work specifically with an emphasis in group psychotherapy, eating disorders, trauma or obtain experience in providing after-hour crisis coverage during the spring and/or the summer semesters.

Evaluation and feedback are important parts of the training experience. Clinical supervisors, group supervisors and members of the training staff evaluate and provide informal feedback in an ongoing manner across the year, and formally at the end of the fall,  spring  and summer semesters. This feedback focuses on the development and progress of each trainee, with the focus always being on helping each trainee to identify areas of strength and areas for growth. Interns, in turn, evaluate their clinical supervisors, training director, and the training program.

Interns are expected to fulfill the multiple roles of a university health service psychologist, which includes counseling services (individual, couples and group therapy), diagnostic assessment, crisis intervention, referral, consultation, outreach workshops possibly, providing clinical supervision if applicable, participation in training seminars and professional development activities and participation in administrative functions. Roles and Responsibilities’ are delineated in the Training Manual and Internship contract. Interns are encouraged to present at regional and national conferences, to complete work on their dissertation research and to pursue projects (e.g., writing for publication) for their professional development as psychologists.

Individual Counseling

Interns typically see 18 – 24 individual clients per week. Counseling and Psychiatry operates within a brief psychotherapy model (1-10 sessions) that focuses on a brief therapy (one semester at a time) model. It is possible for interns to gain experience in same day single session treatment which involves solution focused and client centered modalities to address the current needs of clients without entering a consistent therapeutic relationship. Interns are expected to incorporate a variety of theoretical orientations, such as humanistic, feminist, family systems, interpersonal, psychodynamic and cognitive-behavioral that are evidenced based practice. Interns are expected conduct thorough initial evaluations, develop treatment plans with short- and long-term goals that address the presenting problem, monitor client progress and outcomes, and demonstrate clear concise well-documented notes. Interns will develop solid case conceptualizations that will serve as the vehicle for their practice and modification of services as needed. All interns will see a range of cases that include work with individuals who require very short term (1-6 sessions) problem-oriented interventions as well as brief psychotherapy (7-10 sessions) involving more complex therapeutic interventions. Interns are encouraged to identify and service three to five individuals on their caseloads whose clinical needs require longer-term care (more than 10 sessions). These longer-term cases must be approved by the individual supervisor and possible review of the utilization review team.

Interns meet weekly with an individual supervisor and a group supervisor to review individuals on their caseloads. Both individual and group supervision provide ongoing monitoring of case conceptualization, treatment planning, and interventions utilized. Individual supervisors, however, are the primary individual counseling caseload supervisors for assigned interns and will co-sign interns' notes. 

Couples Counseling

All trainees are encouraged to provide couples counseling when the opportunity is available. Couples may be obtained through consultation with the couples counseling coordinator. All trainees are invited to work with couples utilizing a co-therapist with senior staff for training purposes. More focused couples counseling training will occur during the training seminar. The clinicians who facilitate the couples training are also available for consultation on specific cases throughout the year. The couples counseling policy will be available to you through the K drive on your desktop computer.

Group Counseling

All interns will co‑lead a minimum of two counseling groups per semester. If an intern has further interest in group they may arrange more group experience during the spring and summer semesters. There is an opportunity to potentially specialize in group as an informal track of training. There are opportunities to co-facilitate interpersonal process-oriented, structured skills-based groups and/or support groups. Interns will co‑lead a group with a professional staff member during the first semester. As they gain confidence and competency with group counseling as a treatment modality, they may also co-lead with another intern or practicum student in the spring semester. Supervision of group therapy occurs within the context of a bi-weekly supervision of group psychotherapy and with professional staff who co‑lead groups for a half hour debriefing and co-facilitator group planning supervision. Interns will be assigned to groups for the fall semester; a list of available groups for the spring semester will be made available for interns to request involvement in or create particular offerings.

Clinical Assessment

The first method of clinical assessment utilized by Counseling and Psychiatry is the triage interview. Clients are assessed for severity, appropriateness for services, recommended mode of treatment (individual, couples, group counseling, etc.), and referral options. While we have a full-time triage coordinator and team, our interns may receive triages on their schedule template during the semester.

If the client is being referred for continued services, the triage clinician will determine the severity of the presenting issue and schedule an initial counseling and treatment planning session with the clinician. If there is a need for clarification of diagnosis, an intake appointment will be scheduled for the client. If their needs can be serviced through other campus partners such as health and wellness, Sexual Assault and Interpersonal Violence Prevention, the Career Center, etc. a referral will be made. Trainees receive training on how to do triages and new client appointment assessments. All Interns will perform an initial evaluation using triage information to gather more pertinent information, conceptualize the case, develop a clear diagnosis, and generate treatment plans to address the presenting problem.

Crisis Intervention

Crisis intervention strategies and techniques are discussed by individual supervisors, in group supervision, and in the intern seminars. Senior staff clinicians are always available for crisis consultation. Crisis intervention service provision may emerge from walk-ins, triage coverage, intakes, on-going psychotherapy, or on an as-needed basis. Interns are asked to make their individual supervisor or other available supervisor aware of a developing or in-process crisis situation before the client leaves CAP.

Interns are expected to develop de-escalation and referral skills as an appropriate extension of assessment and counseling techniques. During orientation, interns become familiar with the supportive resources available on the campus and in the community. A directory of such services is made available, and the procedure for referral is discussed. All intern referrals are monitored by the individual supervisor.

All staff and trainees are provided with wireless panic buttons that signal USC Law Enforcement and Safety that an emergent situation is in process and law enforcement presence is needed.

Community-Based Services

Counseling & Psychiatry supports Community-Based Services (CBS) through collaboration with Healthy Campus Initiatives (HCI) and Mental Health Initiatives (MHI) in our Student Health Services. These services generally occur outside of the traditional counseling center setting and in the USC Community where mental health issues often first arise. Outreach programing generally focuses on problem solving, support, psycho-education, advocacy, and resource enlistment and utilization towards the goal of improving the mental health and well-being of USC Students. Counseling & Psychiatry’s services broadly consist of Community Consultation & Intervention (CCI), Suicide Prevention Services, Community Support Meetings in response to traumatic campus events, and Web-based services. 

CCI affords mental health consultation to the USC Community (faculty, staff, students, relatives of students) for students of concern. CBS also comprises suicide prevention efforts, which include, but are not limited to, Campus Connect Suicide Prevention Gatekeeper Training and our current web-based services including The Interactive Screening Program (ISP) for suicide prevention and Therapist Assisted Online (TAO). Each intern is required to engage in a minimum of three CBS programs (this does not include tabling) during the year. While there are some prescribed community-based services that interns will be involved with, communication with supervisors and training director to request engagement with other community-based programs can enhance interns outreach and campus engagement experience. 

Interns are responsible for coordinating with Mental Health Initiatives with permission of their supervisor to work on traditional outreach programming and innovative work done by this UHS department. Each intern is required to present a minimum of three CBS programs throughout the year though they are welcome to engage in other opportunities.

Supervision of Practicum Student

While supervision of a trainee may occur, it is possible that interns may not have this opportunity. Interns may be paired with a trainee to supervise during the second semester of the intern year; typically, this supervisee will be a graduate student trainee from the Counseling Education (Ed.S.) program in USC’s College of Education. Given the number of trainees from this program that we take it may be the case that the ratio of interns to trainees is uneven. If this is the case, an intern may be given the opportunity to engage in group supervision of the trainees. Counselor trainees see approximately 15 to 20 clients each per week. The interns may serve as their secondary clinical supervisors during the spring semester. Intern responsibilities include supervising up to five cases and coordinating with the primary supervisor of that trainee.  Interns attend a Supervision of Supervision meeting bi-weekly to discuss issues related to the provision of clinical supervision. Interns can also receive individual supervision of their supervision during weekly sessions with their primary supervisor.  

Intern Seminars

Training seminars are an integral part of the training program, and consistent attendance and active preparation for and participation in them is required. The format is both didactic and discussion/process-oriented in nature. A wide variety of topics are covered that pertain to major areas of knowledge needed to be a competent clinician. Fall seminars are foundational in nature, while Spring seminars focus on more specialty topics. Diversity is infused in all presentations; however, a bi-weekly Diversity Seminar will also take place with specific focus on issues of diversity. The Intern Seminar is typically scheduled for 2 hours  each week on Monday afternoon in the fall and Monday morning in the spring.  

Interns will evaluate each seminar series anonymously by using the seminar evaluation form sent to them by the Training director through Qualtrics. This helps provide the training program with important evaluation and feedback to improve the quality and application of intern seminar topics.

Professional Development and Areas of Concentration

Interns may attend Counseling and Psychiatry staff development programs, as well as workshops, webinars and conferences offered by other university departments and community groups. Interns have additional time during the summer term during which they may complete their dissertations, conduct job searches, attend conferences, review tapes of their own clinical work or their supervisor’s clinical work, or conduct research. Interns may also use the summer term to develop an area of concentration, such as couples therapy, international initiatives, crisis intervention, assessment, or consultation.

Continuing Education

Interns participate fully in continuing education workshops conducted regularly through Counseling and Psychiatry. Consideration may be given for local, regional or professional conferences. Interns may also participate in relevant University Human resources training upon approval of the Training Director.

Administrative Activities

Staff Meetings
Staff and Lane meetings are held weekly and are intended to provide staff with a forum to share appreciations for one another, disseminate information, discuss new initiatives, problem solve, and discuss other pertinent information. Interns and trainees are a vital part of the CAP team and are encouraged to be active participants in Staff/Lane meeting discussions.

Weekly Clinical/Peer Consultation Meetings
Friday mornings staff members meet for Peer Supervision/CARE TEAM Meetings. All attendees are invited to share specific cases for discussion, review, consultation and input. Clinicians may submit an article related to a case that they present that provides evidence-based practice and integration of the literature to clinical work. Clinicians frequently use this time to consult about difficult and complex cases and explore referral options.

Meeting with the Training Director
The training director meets with the interns once a month throughout the year as a cohort. In addition to focusing on clinical and training issues, this is a time to clarify questions, address problems and discuss ongoing concerns. It provides an important opportunity to keep lines of communication open between interns and the training director. An individual progress meeting will be conducted at the middle and end of each semester to ensure progress toward Goals identified at the beginning of internship are being work towards. Additional meetings with the training director and/or the director may be scheduled at any time on the request of any intern. 

Weekly Intern Meeting
Interns are encouraged to meet as a group at least once a week for lunch or during their Lane meeting time to discuss any issues relevant to their experience as an intern, to get support from one another and generally to have an opportunity to bond as a group. 

The general requirements listed below are both manifestations and outcomes of the nine (9) Competency Areas defined within the CAPS Internship and do not include many of the various supervisory, administrative and agency-related requirements that interns are also expected to complete (e.g., completion of all documentation in a timely manner, attendance at and participation in supervision and training seminars, etc.). This list is subject to change during the course of the Internship year, depending upon agency demands and the individual progress of each intern.

  • 2000 hours of overall service, full-time, 40-42 hours per week
  • Satisfactory performance in the internship activities listed below, as indicated by the consistent formal and informal evaluation of interns completed throughout the year
  • A minimum of 500 hours of Direct Clinical Service, including individual, couples, and group counseling, initial assessment, assessment, on-call contacts, outreach, consultation and provision of supervision
  • Completion of at least seven (3) Outreach Activities. Outreach activities include, but are not limited to, tabling events, screening days, presentations and debriefings.
  • Creation and implementation of a Social Justice Project  Interns are encouraged to deliver the original program Spring semester.
  • Supervision of a Counselor Trainee, fall and spring semesters (if provided that year)
  • Participation in the Internship Match process to select the following year’s Psychology Interns
  • Active membership in and participation with a Consultation/Treatment Team

Administratively, the internship program is positioned under the direction of the Assistant Director of Training Services (i.e., Training Director) and the Training Team, which is comprised of the Training Director, the Coordinator of Social Work Training, the Coordinator of Counselor Training, and all licensed staff, who serve as internship supervisors and consultants.

Sterling P. Watson, Psy.D.  

Assistant Director of Training
Training Supervisor 

Wright State University, School of Professional Psychology (SOPP)                                                        Clinical Psychology

Theoretical Orientations: Integrated behavioral therapies with Cognitive Behavioral Therapy (CBT) as the base, Schema Focused Therapy (SFT), Dialectical Behavioral Therapy (DBT), Mindfulness Based Cognitive Behavioral Therapy (MBCT) and Interpersonal Process Therapy

Treatment/Research Interests: Diversity and Multicultural issues, African American Psychology, Spirituality in Psychotherapy, & Family, Couples, and Marital Counseling,

Jennifer L. Cross, Ed.S, LPC 

Coordinator of Marriage and Family Counseling Internship Program
Training Supervisor 

University of South Carolina   Marriage and Family Therapy Counseling                    

Theoretical Orientations: Interpersonal process, Person-centered, Family systems, Narrative

Treatment/Research Interests: The process of self-discovery and self-actualization; relational dynamics (including family of origin); loneliness; persistent depression. 

Porter Photo
E-C Porter, MD

Chief of Psychiatry
Coordinator of Psychiatry Fellowship Program
Other Agency/Institution Supervisors

University of South Carolina School of Medicine Board Certified Psychiatrist

Theoretical Orientations: Psychodynamic, Cognitive Behavioral Therapy

Treatment/Research Interests: Trauma, Personality Disorders, Mood Disorders, Anxiety, Depression, Psychotic Disorders

Cooler photo
Jordan Cooler, Pharm.D., BCPP

Coordinator of Pharmacy Preceptorship Program
Other Agency/Institution Supervisors 

South Carolina College of Pharmacy, University of South Carolina Campus
Psychiatric Clinical Pharmacist

Treatment/Research Interests: Pharmacy education, psychiatric first episodes, and substance use disorders

Wright Sarah E. Wright, Psy.D., C.S.T    

Coordinator of Individual Services
Training Supervisor 

Wright State University, School of Professional Psychology (SOPP)                                                        Clinical Psychology

Theoretical Orientations: Cyclical Psychodynamic, Interpersonal, Feminist, Integrated

Treatment/Research Interests: Group Therapy, Sexuality and Sexual Health, Trauma, Couples, Humor and Metaphor in Therapy, Diversity and Assessment.

Matros Nicole Matros, PsyD  

Coordinator of Specialized Services
Training Supervisor

Wright State University, School of Professional Psychology (SOPP)                                                        Clinical Psychology

Theoretical Orientations: Integrated CBT, interpersonal, and feminist

Treatment/Research Interests: Eating disorders, body image, Health at Every Size (HAES)and combating diet culture, diversity and multicultural awareness, group therapy, grief/loss, interpersonal issues, anxiety, disability related concerns, and supervision

Brienne Allen Schaeffer, Ph.D.

Training Supervisor 

University of Memphis                                     Counseling Psychology

Theoretical Orientations: Humanistic-Constructivist Approach using Emotion-Focused Therapy, Acceptance and Commitment Therapy, Interpersonal Process, and utilization of a multicultural lens in order to view clients holistically

Treatment/Research Interests: Eating disorders and body image, Relationships and sexuality, Diversity and cultural awareness, Mindfulness-based interventions, Group therapy, Supervision of trainees

Collins Susan Collins, Psy.D.

Training Supervisor

Georgia School of Professional Psychology
Clinical Psychology  

Theoretical Orientations: Acceptance and Commitment Therapy, Dialectical Behavioral Therapy, Interpersonal Therapy

Treatment/Research Interests:
Trauma (with a focus on sexual trauma), Mood Disorders, Life Transitions, Relationship Concerns, Family of Origin, Attachment, Supervision, Group Therapy 

Anna E. Feliciano, Psy.D.

Coordinator of Group Services
Training Supervisor

Wright State University, School of Professional Psychology (SOPP)                                                        Clinical Psychology

Theoretical Orientations: Feminist, Interpersonal Process, Integrated

Treatment/Research Interests:
Group therapy, Process groups, Social anxiety, Self-esteem, Shame, Diversity and multicultural awareness and integration

Christina K. Jones, LPC, LPC/S, MAC

Other Agency/Institution Supervisors

University of South Carolina
Rehabilitation Counseling and Certificate in Psychiatric Counseling

Theoretical Orientation: Dialectical Behavioral Therapy informed treatment, Cognitive Behavioral Therapy, Narrative Therapy, Motivational Interviewing, Motivational Enhancement Therapy, Solution-Focused/Strengths based & Positive Psychology, Good Lives Model

Erin Johnson, Ph.D.

Coordinator of Web-Based Services
Other Agency/Institution Supervisors


Theoretical Orientation: Integrate mindfulness as a foundation when using Interpersonal therapy, CBT, Mindfulness Based Cognitive Therapy (MBCT), Dialectical Behavior Therapy (DBT) and Prolonged Exposure (PE) therapy.

Treatment/Research Interests:

Mindfulness and meditation, integration of mind-body therapies, graduate student experiences, diversity and multi-cultural issues, and professional self-care.

lloyd-curtis photo Pamela Lloyd-Curtis, Mmus, MAEd., Ed.S., LPC-As, NCC

Other Agency/Institution Supervisors

University of South Carolina
Marriage and Family Therapy Counseling

Theoretical Orientation: Acceptance and Commitment Therapy, Narrative Therapy, Cognitive Processing Therapy, Bowen Family Systems, Emotion Focused Therapy, Cognitive Behavioral Therapy, Interpersonal Therapy 

Treatment/Areas of Interest: anxiety, OCD, Trauma/Sexual Assault, family systems challenges, Disordered Eating, group therapy and curriculum development
Casey Fox, MA LPC, LMFT, CRC

Counselor, Counseling and Psychiatry 

McQuinn, Malinda, LPC, LAC

Counselor, Counseling and Psychiatry

Mark Miles, Ph.D. 
Theoretical Orientations:    
Empirically based/scientifically reasoned understanding of the condition or situation presented; Awareness and ongoing analysis of therapist’s cognitive/reasoning processes including thinking styles and biases; Understanding client’s personal narrative and attributional style as well as sociological/milieu presses

Therapy/Research Interests:    
Suicidality; Asperger’s Syndrome; Transgender Health; Positive Psychology; Cognitive Processes and Styles; Personality Styles; Psychophysiology and Neurocognitive Psychology; Pediatric Psychology

Philosophy of Supervision 

The philosophy of supervision at the CAP has as its focus the growth and development of each trainee. Over the course of the internship year, each trainee will work with at least three different individual supervisors (one in the fall, the other in the spring and summer). Other opportunities for supervision occur in group supervision, supervision of supervision, supervision of groups, seminars, co-therapy, weekly peer consultation, Lane meetings, and case consultation. Interns receive a minimum of four hours of supervision per week, at least two of which are individual and two that are group supervision. Evaluation focuses upon the strengths and areas for improvement within the context of minimal competencies and behavioral anchors as outlined in the Standards of Accreditation (SOA) and our specific aims — which are outlined in the Pre-Internship Self-Evaluation and the Doctoral Intern Evaluation Form. 

Individual Supervision 

Individual supervision focuses upon developing interns' clinical skills, professional identity, and self as a  therapist. In addition, interns are asked to perform many of the roles of a university counseling center psychologist and are given feedback on their performance throughout the training year. Interns receive a minimum of two hours per week of individual supervision by a licensed psychologist. The supervision focuses most intensely on clinical work with individuals, couples and groups. Interns digitally record counseling sessions via webcam and are expected to show these recordings in supervision as cases are discussed. Observation of clinical work is essential to high quality supervision. All interns are expected to show video in both individual and group supervision. Live observation through review of digital recordings and supervision of intern clinical work is required and occurs throughout the internship year. Co-therapy and other supervision methods are also used. Caseloads are listed in our electronic medical record (EMR) and must be maintained by the intern and presented to the individual supervisor at the beginning of each individual supervision session. Supervisors keep track of cases on an ongoing basis by way of the EMR. All notes are reviewed and co-signed by the individual supervisor (instructions for sending notes for co-signature will be discussed during Intern orientation).

In addition to clinical work, supervision encompasses a broad range of training activities: work in consultation and community-based services, supervision of trainees, ethics, professional development, and diversity. Interns will change senior staff supervisors at the start of the spring and summer semester, thereby giving them the opportunity to experience three different primary supervisors over the course of the year.

A Supervision Informed Consent Form is provided to the client and intern informing the client that the intern is supervised and the name(s) of the intern’s supervisor(s). This form must be filled out at the beginning of each new client appointment and when supervisor changes occur.  

Group Supervision 

In this meeting, interns meet as a group with the training director or designee and discuss cases, make case presentations, and review digital recordings of clinical work. It is also an environment to explore and develop an awareness of self as it informs interns’ work professionally. Great effort is made to make this a trusting environment so that interns can explore new and creative avenues in their clinical work. Group supervision is also developed to meet the needs of each intern cohort while maintaining the integrity of the purpose of supervision. Group supervision is scheduled each week for a minimum two hours.

Other Supervision Experiences

Interns will also receive one hour weekly of supervision through the peer consultation, 1 hour of group supervision with group co-facilitators per week, and one hour of group supervision of supervision biweekly. consultation and journal club review. Interns will meet with the Training Director individually at the beginning, middle and end of each semester for a one-hour progress meeting. The Training director will meet with the cohort for an hour once a month.

Implementing Regulation Z(IR C-27 I Trainees Admissions, Support, and Outcome Data

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)

15 hours accrued per year

Hours of Annual Paid Sick Leave

15 hours accrued per year

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?



For details on the university’s benefit plans follow this link for information.

*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.

2022-2023 Current Interns


Glory Rae Finnegan, M.A. 

Degree to be conferred: Psy.D.
Academic Program: Alliant California School of Professional Psychology (CSPP)

Miriam Millan, M.S. 

Degree to be conferred: Psy.D.
Academic Program: Florida Institute of Technology

Tiyana Chaney, LCSW

Degree to be conferred: Ph.D.
Academic Program: Tennessee State University

2021 – 2022

James Graham, Psy.D.
Academic Program: William James University
Position Post internship: Post Doc
Professional Setting:  Veterans Administration 

Rachel Gustafson, Psy.D.
Academic Program: William James University
Position Post internship: Employed Position 
Professional Setting:  University Counseling Center

K. Olivia Trone, Psy. D.
Academic Program:  Midwestern University
Position Post internship: Post Doc
Professional Setting:  Independent Practice


2020 – 2021

Nathan Capalbo, Psy.D
Academic Program: William James University
Position Post internship: Post Doc
Professional Setting:  Independent practice

Christopher Defossez, Psy.D.
Academic Program: Antioch University New England
Position Post internship: Other
Professional Setting:  Other

Kristina Nunez, Psy.D
Academic Program:  Adler University
Position Post internship: Post Doc
Professional Setting:  Other medical center or hospital

Call 803-777-5223 with any questions.

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