Doctoral Internship:

The CSDC Doctoral Internship is guided by five goals focusing on interns’ increased competence in core areas in psychology. The program selected five benchmark clusters and 11 professional core competencies from the “Cube Model” (Rodolfa, Bent, Eisman, Nelson, Rehm, & Ritchie, 2005) and Competency Assessment Toolkit for Professional Psychology (Kaslow, Grus, Campbell, Fouad, Hatcher, Rodolfa, 2009). Foundational competencies refer to the knowledge, skills, attitudes, and values that serve as the foundation for the functions a psychologist is expected to perform (i.e., ethical, legal standards, reflective practice/self-assessment, individual and cultural diversity, relationships). Functional competencies encompass the major functions that a psychologist is expected to perform, each of which requires reflective integration of foundational competencies in problem identification and resolution (i.e., assessment, intervention, supervision, consultation).


Goal #1: Professionalism

Interns will demonstrate professional behavior consistent with professional standards and ethical guidelines. They will have a mature understanding of professional ethics and legal standards as well as issues of ethnic, cultural, gender, sexual orientation and other aspects of diversity. Interns will display self-awareness and reflection, engage in self-assessment and engages in self-care to ensure effective training and professional functioning.

Goal #2: Relational

Interns will demonstrate the ability to relate effectively and meaningfully with individuals, groups, and/or communities. They will negotiate differences, handle conflict satisfactorily, provide effective feedback to others and receive feedback non-defensively. Interns will possess advanced interpersonal skills.

Goal #3: Scientific Knowledge and Methods

Interns will utilize their understanding of research, research methodology, bases of behavior, and human lifespan development as it relates to professional practice. They will display respect for scientifically derived knowledge.

Goal #4: Application

Interns will demonstrate competence in the integration of research and clinical expertise in the context of client factors, including applying knowledge and awareness of evidence-based practice, assessment and diagnosis of problems, intervention and consultation.

Goal #5: Education

Interns will demonstrate competence in providing supervision and training in the professional knowledge base of enhancing and monitoring the professional function of others.


The benchmark clusters and core competencies selected for the CSDC Training Program include:

I. Professionalism

  • Professional Values, Attitudes, and Behaviors
  • Individual and Cultural Diversity
  • Ethical and Legal Standards
  • Reflective Practice/Self-Assessment/Self-Care

II. Relational

  • Communication and Interpersonal Skills

III. Science

  • Research of Scientific Knowledge and Methods

IV. Application

  • Evidence-Based Practice
  • Assessment
  • Intervention
  • Consultation and Interprofessional / Interdisciplinary Skills

V. Education

  • Supervision


In order to provide training opportunities to meet intermediate to advanced competency benchmarks, the Training Program provides the following eight core training activities:

A. Intake

Conducting intake interviews is an important way to practice interview skills, make accurate diagnosis, determine the appropriateness of agency services and make suitable case assignments. Interns are assigned three intake appointments each week and reflect on these skills in supervision, weekly disposition meetings, and clinical team meetings.

B. Individual Psychotherapy

Interns are expected to provide individual psychotherapy to diverse clients using interventions from a variety of theoretical approaches. Interns also have the opportunity to provide couples therapy during the training year. Short-term psychotherapy is the primary means of direct service delivery at CSDC. Most clients are seen for less than 12 sessions, although interns are encouraged to work with 3-4 long-term clients. Intern orientation includes an introduction to Center perspectives on the delivery of psychotherapeutic services. An integrative approach is emphasized in on-going case consultations and formal case presentations required of each intern each semester. Individual psychotherapy is a central focus in clinical supervision and interns are required to share videotaped samples of their work with their supervisors. Training is also provided during Intern Seminar, Multicultural Training Seminar, clinical team meetings, disposition team meetings and through consultation with staff and training faculty.

C. Assessment (Diagnosis/Conceptualization)

Interns are expected to evaluate the psychological needs of clients based on intakes and other clinical interviews, make accurate diagnoses, and use psychometric instruments to guide treatment. The clinical interview is the most frequently used assessment method in the agency. Interns are taught to use information gained through the clinical interview to impact the content and process of counseling and psychotherapy. Interns may also utilize psychometric tests including the MMPI-2, Beck Depression and Anxiety Inventories, the Myers-Briggs Type Indicator, and the Strong Interest Inventory. Group discussions on assessment relative to treatment planning also occur during disposition team meetings, clinical team meetings, and case conferences.

D. Crisis Intervention

Interns are expected to serve as Counselor-on-Duty (Blue-Line Counselor) and provide crisis intervention to students experiencing acute distress. Interns serve as the Blue-Line Counselor for four hours per week. The responsibility of the Blue-Line Counselor is to clarify the presenting problem(s), assess what is needed, provide crisis intervention, and make referrals within or outside the Center. Crisis intervention training occurs during Intern Orientation and Intern Seminar. Psychologists provide supervision to interns for crisis cases during clinical supervision, clinical team meetings, and weekly disposition team meetings. Members of the training faculty are always available for consultation and back-up when interns are dealing with crisis clients as part of their role as Blue-Line Counselor.

E. Group Counseling

Interns are expected to provide group counseling by facilitating process- or theme oriented groups. CSDC maintains an active group counseling program and all interns gain experience co-facilitating psychotherapy groups. Interns without group experience usually co-facilitate groups with psychologists or staff therapists who provide supervision. Interns with experience in providing group psychotherapy can take the lead in facilitating group with other interns or practicum counselors. Interns are first exposed to the Group Counseling Program during Orientation and then participate in a weekly Group Counseling Seminar to learn intermediate to advanced skills and receive group supervision.

F. Career Counseling

Interns are expected to provide career counseling to CSDC clients and to be able to interpret career assessment instruments. Approximately 10 percent of the individual counseling caseload an intern carries deals with career-life development issues. Career counseling involves assisting students to select an academic major, choose a career, explore the self (interests, temperament and values), careers, and the world of work, access occupational information, learn effective career decision-making strategies, and engage in realistic goal setting. During Intern Orientation and Intern Seminar, interns are trained in the basics of career development theory and practice, interpretation of the standardized career assessment, and use of appropriate tools and techniques. Interns will be expected to take the MBTI and Strong Interest Inventory to supplement the training experience. Results are shared according to the intern's level of comfort with disclosure. Consultation with supervisors and other training faculty regarding career counseling and assessment occurs during the course of the training year.

G. Outreach, Consultation, and Evaluation

CSDC has a strong outreach component that illustrates its commitment to the developmental needs of the non-client student population and the university community. Interns are expected to gain experience and demonstrate effectiveness in providing outreach and consultation services to students, staff, and faculty at UHM using conceptual models and methods. They are also expected to evaluate their clinical, outreach, and consultative services and help evaluate the effectiveness and value of CSDC programs and services (e.g., practicum training, intern training, outreach and consultation, clinical and assessment services). Over the past several years, outreach, consultation, and evaluation training occurred during the Intern Orientation and Intern Seminar. Beginning with the intern class of 2013-14, a separate seminar/supervision hour will be offered once a month focusing on training and supervision of outreach, consultation and evaluation activities. The Coordinator of Outreach will coordinate and facilitate the seminar/supervision hour with assistance from other training faculty. Interns are expected to offer a minimum of three outreach activities each semester, facilitated alone or collaboratively, on relevant topics of their choice. They are required to do one written evaluative report on a formal consultation or outreach project with a UHM agency or program each semester.

H. Supervision

Interns are expected to provide clinical supervision to doctoral practicum counselors who receive training and provide direct services to CSDC clients. Practicum counselors are at the Center for 20 hours per week and provide individual psychotherapy and career counseling for 6-8 clients each per week. It is the responsibility of the intern supervisor to cover case management, assessment and treatment of clients, and general issues pertaining to their caseload and placement at the Center. Interns meet face-to-face with practicum counselors for two hour per week during the fall semester and one hour per week during the spring semester. They are available for additional consultation as needed. Training in the provision of supervision begins at Orientation and is facilitated through the weekly Supervision of Supervision Seminar and during individual clinical supervision with licensed psychologists.


The Doctoral Internship at CSDC is designed around training activities keyed to our 11 core competencies. Here are the ten major training experiences and methods provided to interns:

A. Intern Orientation: August

Interns are introduced to the internship program through a month-long orientation period. The process serves to acquaint interns with the University, the Center, and the Training Program. The orientation period is also utilized for the initial assessment of intern skills to assist in the individualization of the training structure as well as to facilitate the monitoring of interns' progress throughout the program.

The first orientation activity is an around-the-island bonding excursion that brings together the outgoing class of interns with the incoming class. For the new class, it is the start of the self-assessment process that stimulates self-reflection, development of training goals, and sharing of professional goals. The excursion is also critical to the bonding of the intern class, a key component of the training experience.

Content of orientation covers topics that prepare interns for basic functioning at the Center. Interns take a tour of the campus and meet the staff of student services and academic support programs. Seminar leaders present an introduction of the seminars and begin in-depth training. Faculty psychologists and staff therapists present the specific policies and procedures utilized by CSDC related to intake interviews, case disposition, crisis intervention, and referral.

Some of the typical areas of focus for our August Orientation include:

  • Overview and Expectations of the internship
  • Policies and procedures of the Center – Intern Manual
  • Interview and assignment of supervisors
  • Clinical Procedures: Intake, Individual Psychotherapy, Group Counseling, Crisis Intervention, Clinical Record Keeping
  • Hospitalization Protocol
  • Multicultural Counseling
  • Supervision of Supervision
  • Career Counseling
  • Psychiatry
  • Campus Tour
  • Outreach/Consultation
  • Assessment
  • Ethics
  • Front Office/Administration
  • Testing Office

B. Clinical Supervision from a Licensed Psychologist (2 hours per week - All Year)

Interns receive two hours per week of individual clinical supervision throughout the year. This supervision covers all clinical work with clients, core training activities, training experiences/methods, benchmark competencies and evaluation. Review of videotapes is utilized during this training activity. Supervisors are assigned, with input from both psychologists and interns, at the start of the year and mid-year. Therefore, the interns have the opportunity to experience two different supervisors over the course of the training year.

C. Intern Seminar (2 hours per week - All Year)

The Intern Seminar is a multipurpose forum for interns which emphasizes the integration of knowledge acquired from research literature and theoretical study with experience obtained from practice. The integration of knowledge and experience occurs through discussion between interns and the seminar facilitator, information provided by guest speakers, and intern case studies and presentations. Interns present formal case presentations a minimum of once each semester. In addition to the core topics guided by the Training Committee, interns assist in the design of this seminar to meet their particular needs, skills, and preferences. The Intern Seminar is currently organized and facilitated by Dr. Michael Helfer, a faculty licensed psychologist.

D. Multicultural Training Seminar (2 hours per week - All Year)

UHM offers interns the opportunity to provide psychological services to a very diverse population in terms of culture, ethnicity, race, socioeconomic status, religion, and other differences. The weekly Multicultural Training Seminar focuses on the development of skill and competence through in-depth discussions and peer feedback, experiential activities and field trips, presentations by interns and guest speakers, and the synthesis of current literature and practice. The Multicultural Training Seminar is facilitated by Dr. Allyson Tanouye, and its design is heavily influenced by the training needs and interests of the intern class.

E. Group Counseling Seminar (1 hour per week - Fall & Spring Semesters)

Group Counseling Seminar is held weekly and is attended by interns and other trainees and staff who lead groups. It is intended to provide a practical supervision and training experience in leading counseling groups that build upon the intern's previous academic training and experience in providing group counseling. Attention to group process within the seminar also serves as a concrete learning experience for the interns and other participants of the seminar. The Group Counseling Seminar is facilitated by Dr. Russ Henrie, the Coordinator of Clinical Services.

F. Supervision of Supervision (1 hour per week - September through June)

The intern group meets weekly with Dr. Allyson Tanouye, to receive supervision for the clinical supervision of doctoral practicum trainees. This seminar focuses on concepts related to counselor development, supervision focus, and supervision roles. Videotape, assigned readings, and topical discussions are utilized to review and teach skills, incorporate the role of Supervisor into the intern's professional identity, and provide opportunities for peer feedback. Dr. Nicole Gonowon, Assistant Coordinator of Practicum Training, joins the group once a month to share and gather information on doctoral practicum trainees.

G. Outreach, Consultation, Evaluation (Once a Month - All Year)

Interns are afforded the opportunity to participate in a broad range of outreach, consultation and limited evaluation activities. This allows for professional service, networking across campus programs and department, and skill building in the presentation of various psycho-educational and mental health topics. Examples of recent activities interns participated in include interpretation of MBTI/SII for Shidler College of Business Bus 315 classes, grief and bereavement outreach at East-West Center, New Student Orientation, and resource fairs for Domestic Violence Awareness Day and National Coming Out Day.

H. Supervision of Internship Experience (Once a Month - All Year)

The Coordinator of Training meets with the interns on a monthly basis to assess how the internship training is meeting the interns’ needs and to solicit feedback about the training program. Additionally, the Coordinator of Training keeps an open door policy and interns are encouraged to meet informally and/or request additional meetings to focus on training concerns.

I. Professional Development Seminars (Once a Month - All Year)

In addition to training experiences specifically designed for the internship, interns also participate in monthly staff development seminars. Issues of particular interest to staff are identified and either a consultant is brought in to present on a particular topic, or staff members and interns may present on areas specific to their interest and expertise. This 90-minute seminar is held on the third Wednesday of each month.

J. Intern Project (All Year)

A distinctive feature of the internship is the design and implementation of an individual project of interest to the intern and of clinical/professional significance in line with the mission of the Center. The Intern Project is linked to one of the competency areas selected by the intern in consultation with the training faculty. Interns are encouraged to choose a project that is consistent with professional goals by building experience in an area of professional interest. Projects must meet the approval of the Training Committee and often involve program development, evaluation, or other methods of scholarship.


Intern Support Group (1 hour per week - All Year)

The intern class meets regularly for a minimum of one hour each week. The intern support group is frequently scheduled adjacent to a lunch hour allowing close to two hours of time together. The purposes of this training activity are to allow interns to share and discuss interests and concerns and to facilitate the development of mutual support and group cohesion. The intern group decides on the format and content based on their needs. They may discuss reactions to internship, process experiences they have had, and address various issues that arise during the course of the week.

Intern Selection Committee (November - February)

Interns are an important part of our selection team for the following year’s class. They participate in the review of files, Skype/telephone interviews, selection and ranking of finalists. Interns also speak privately with applicants who call or visiting in person. Serving on the selection committee is a highly illuminating process.



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