The Doctoral Internship Program (Internship Program) is a component of the Wright State University School of Professional Psychology (SOPP), and as such adheres to the same mission and philosophy of training. Thus, the Internship Program is also committed to a practitioner model of professional education that prepares practitioners at the doctoral level for the entry-level practice of psychology and endorses specific training objectives related to the core competencies defined by NCSPP (www.ncspp.info). The program attempts to do this by offering generalist training with opportunities in specific clinical proficiencies. Generalist training is defined as psychological study and practice which is not defined by a specific problem domain, but is more concerned with how an area of need shapes theory building as a primary goal of training; by being concerned with holistic health more than mental health; and by using ideas and applications which expand the boundaries of professional concerns and responsibilities.
The Internship Program differs from the SOPP’s other training program in that it occurs during the final year of clinical training (post-practicum) for doctoral students, and as such is designed to assure that students who complete the program are prepared for entry-level practice in clinical psychology as set forth by NCSPP Core Competencies, Developmental Achievement Levels (DALs), and Knowledge, Skills, and Abilities (KSAs). Interns are expected to move toward a more independent level of practice and to present themselves in a professional and scholarly manner. The program is designed to be sequential, cumulative, and graded in complexity. The internship is primarily experiential in nature. While participating in substantive amounts of clinical practice, interns receive intensive supervision and didactic training to help solidify their understanding of psychological theory and research as it applies to practice.
In an attempt to assure generalist training, each intern is placed in a minimum of two (2) rotations, one internal, the other external, guaranteeing some breadth of exposure. While some of the potential sites serve specific rather than general populations, each intern is assigned to at least one site where the intern will see clients with a broad array of presenting problems.
More specific objectives of the program include producing graduates who have strong skills in clinical areas, including skills in conducting therapy, assessment, and consultation; teaching; and supervision with diverse populations. Additionally, we expect interns to become competent consumers of research with the temperament to be guided by the ability to integrate research and evaluation into one’s clinical practice, and to incorporate the value of lifelong learning. We also expect interns to be aware of contemporary ethical, legal, and professional issues within the field, and of the progression of their own professional development. Finally, we seek to shape the intern’s professional as well as personal development, increasing their awareness of self with an understanding and appreciation of diversity dimensions, and the role of responsibility and advocacy for human and community enhancement.