The internship year represents the capstone of training since it involves the application, development, and integration of knowledge and experience in an intensive learning environment. The educational philosophy and training model of our internship program is based on the Practitioner-Scholar Model, which emphasizes the application of scholarly knowledge to the practice of psychology based on the scientific foundations of the profession. Training consists of both didactic and experiential learning; theory, research, and scholarly inquiry are integrated into the direct delivery and application of psychological service. Experiential learning and the development of professional skills are guided and enriched through seminars, consultations, and in-service staff development activities. Faculty supervisors serve as role models and professional mentors.
The internship program also follows a Developmental model. Learning is a developmental process and occurs through the practice of professional activities while receiving support, training, feedback, and the opportunity to observe professional role models. The internship program has been designed to provide training activities that follow a developmental sequence. We provide the necessary structure, guidance, and support to facilitate the development of each intern as he or she moves towards greater autonomy, and gains the skills, knowledge, and confidence to master increasingly complex tasks and decisions during the course of the training year. By the end of the internship year, interns are expected to be ready to function as autonomous, entry-level practitioners with an intermediate to advanced level of competency in all professional areas.
The internship program is also designed to be flexible and responsive to individual and cultural differences. We make an effort to work with each intern to provide a balance between structured and flexible training experiences tailored to meet the unique interests, needs, and abilities of each intern based on individual and cultural differences. Interns select learning goals and activities based on individual needs and interests and establish individualized contracts with their individual supervisors in consultation with the Director of Training. Contracts are reviewed and revised as necessary each semester.
The personal and professional growth and development of the intern as an emerging professional is also an important aspect of the training model. Training is designed to guide interns through the transition from a student role to that of an entry level professional as they learn to balance multiple professional roles and demands while experiencing more challenging responsibilities. Professional socialization and the ability to observe and interact with peers and other professionals is a key element of the learning process. Faculty model ethical and professional behavior and are committed to facilitating the personal and professional development and identity of each intern as an emerging professional through supervision, mentoring, consultation, and a variety of training experiences. The intern’s individual clinical supervisor serves as the primary professional role model and mentor. However, all CTC faculty participate in the training program and also serve as role models and mentors to the interns. Interns benefit from the opportunity to work with a different supervisor/mentor each semester and experience a variety of supervisory styles and mentorship.