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Pre-Doctoral Internships in Counseling and
Clinical Psychology
August 2009- August 2010
APA Fully Approved *
IACS Accredited
BE SURE TO RECHECK THIS WEB PAGE FREQUENTLY AS INFORMATION IN THIS
BROCHURE IS UPDATED ON A REGULAR BASIS
Information for the 2009-2010 internship year is now on line.
The internship program offered by the Counseling Center at the University of Maine is designed to provide an intensive professional training experience in the varied activities carried out by an active counseling center staff. Doctoral level graduate students in clinical/counseling psychology programs are eligible to apply. A stipend of approximately $23,595 is offered and includes University fringe benefits and vacation. The program is highly individualized so that special needs or skills of the intern can be explored or enhanced. The program is fully APA approved and there are openings for three full-time interns. Our intern program is well recognized nationally and has been in existence since 1978.
*American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
202-336-5979
202-336-6123 TDD
The primary goal of the internship is to help develop competent, skilled professionals in counseling and clinical psychology. To achieve this goal we attempt to maximize the interns' personal and professional development in each of the roles they may later be required to fulfill. Fundamental to each of these roles are the interpersonal and clinical skills required in psychotherapy, group facilitation, prevention and education programming, consultation and other professional activities. Consequently, the development and refinement of these skills are emphasized throughout the internship. The intern functions as a full colleague with senior staff and is expected to participate in the services and other professional activities of the Center.
The Counseling Center: An Overview
The Counseling Center is a unit of the Division of Student Affairs, and the Director reports to the Vice President of Student Affairs. The Counseling Center's mission is to provide services and programs that promote the personal development and psychological well-being of students. The Center also seeks to encourage a University atmosphere that is conducive to growth and that maximizes students' educational attainments. The Counseling Center is the full-range mental health service on campus providing individual, couples and group psychotherapy from a variety of theoretical orientations. Other services include personal-social counseling, career and academic counseling, emergency services and crisis intervention, psychological and vocational testing and psychiatric services for students needing evaluation for psychotropic medications. The Center also offers prevention and education programs to student groups, as well as consultation to campus agencies and departments. It is also a center for training, providing not only pre-doctoral internships, but practicum sites for doctoral and masters level trainees from the Departments of Clinical Psychology, Social Work and Counseling Education.
A wide range of clients of different ages and backgrounds challenge the staff, not only with normative developmental issues that one might anticipate in a college setting, but also with significant psychopathology (e.g., personality disorders, major depression, psychosis, eating disorders). In dealing with psychiatric emergencies and more seriously disturbed students, the Counseling Center works in close conjunction with the staff of the Student Health Services. The staff of the Counseling Center spends approximately half of their time providing direct services. Remaining hours are devoted to consultation, prevention and education programming, staff development, research, training and teaching. Several staff members hold cooperative appointments with the Department of Psychology.
Services at the Counseling Center are provided by six senior staff members, a Post-Internship/Advanced Clinical Fellow, a psychiatric consultant, three full-time interns and several practicum students. The Counseling Center also oversees the Peer Education Program, which provides educational workshops and prevention programs to students. Counseling Center staff offices are located in a wing of the Cutler Health Center. The Cutler Health Center is the primary source of health-related services for students and includes our services along with Student Health Services. Our offices are quite spacious and comfortable. Our staff functions in a very integrated way, both in the planning and the delivery of services. There is a weekly staff meeting devoted to administrative, operational and programmatic issues, as well as clinical disposition meetings. A newly developed team supervision model also allows for the sharing of ideas and knowledge across senior staff and trainees with various levels of experience. Our Center also attempts to meet periodically with Student Health Services in order to facilitate our work together.. These various meetings assist in maintaining an integration of our own services as well as a cooperative on-going relationship with other services on campus. Interns will have an opportunity to work conjointly with professionals from various physical and mental health disciplines and thus expand their clinical understanding and perspectives.
The University of Maine is located in the middle of the state and offers a safe and serene way of life, along with exciting opportunities for exploring the beautiful geography of the region. The University was founded in 1865, and is a public, land and sea grant co-educational institution. It is the "flagship" University of the seven member University of Maine System, which was created in 1968 when the Orono campus was joined with five state colleges into a cohesive, comprehensive public education system. Approximately 11,000 students are currently enrolled in degree-granting or continuing education programs at Orono - the only university in the Maine system to offer doctoral degrees.
The 1,100-acre University of Maine campus is a lovely combination of old and new, with modern buildings and facilities interspersed with several buildings included in the National Register of Historic Places. It is located in Orono, an attractive town with a population of 10,000, and is about eight miles from Bangor, Maine's third largest city. Located in the center of Maine's recreational areas, Orono is an hour's drive from Bar Harbor and the Maine coast, and two hours from several major ski areas, the wilderness area of Baxter State Park, and Mt. Katahdin. The cities of Boston, Montreal, and Quebec are within an easy drive.
The University is a major cultural center for Northern Maine. The Maine Center for the Performing Arts, one of the largest performing arts centers north of Boston has recently been expanded. It has emerged as the focal point for the campus and community for educational and entertainment opportunities presented by the world's leading artists and performers. In addition, a regular series of films, concerts and lectures by prominent individuals representing a variety of experiences and perspectives are offered under the auspices of Student Government. The School of Performing Arts annually offers an academic year season of drama, comedy, musical, and operatic productions. Regular art exhibitions are presented by the art department, and a portion of the University Art Collection is always on display throughout the campus. Furthermore, the cultural resources of nearby Bangor, the coastal area and Portland are available to enjoy. During the summer months many world renowned artists and performers vacation and perform in Maine. A very popular annual Folk Festival occurs in late August in Bangor. The lobster, of course, is here year round!
For the sports minded, the University offers intercollegiate athletics, intramural sports and related club activities. A new football stadium and outside track has recently been completed, as well as a new enclosed practice facility dome for all major sports.. A modern indoor pool, an indoor ice arena, gymnasium facilities, and the newly refurbished "adventure center" are available to staff as well as students. Moreover, a brand new state of the art Campus Recreation Complex/Fitness Center opened in the fall, 2007. Additional recreational activities in the surrounding area include camping, hiking, canoeing, fishing, downhill and cross country skiing, tobogganing and golf. A bike and cross country ski path begins adjacent to our building. The University participates in all the major sports with special community enthusiasm directed to its 1993 and 1999 national championship ice hockey team.
Internship Training Philosophy, Objectives and Model
The Counseling Center staff is highly committed to the concept of excellence in a training experience within an active service-oriented agency. While broad exposure to a variety of professional activities and delivery systems is advocated, a genuine commitment to intensive supervision and to the furthering of the intern's personal and professional growth exists as the foundation of our program.
The four primary objectives of our program are:
The program at the University of Maine Counseling Center adheres to a practitioner/apprenticeship model of training. The program is designed primarily to provide intensive supervised experiences in those activities that can reasonably be expected to be practiced in a full-range comprehensive university counseling center. It also includes professional opportunities that may not be available at some counseling centers, but which may be required of a practicing psychologist in other settings. Hence, the primary focus of training at the University of Maine Counseling Center is on the practice of psychology and the primary means of this training is through an apprenticeship (mentoring) approach. Interns learn through real life practical experiences under the close supervision of knowledgeable skilled senior staff. As a staff we try to model solid professional practice, while also demonstrating sensitivity, dedication and sincere commitment to the professional and personal growth of interns.
In our program, each intern's experiences are individualized (e.g. Special Summer Program) in order to meet special needs and preferences. While approximately 40 percent of time is allocated to direct service, interns are required to participate in on-going Counseling Center programs and to develop their own programs or innovative approaches to furthering mental health in the campus community.
As a means of achieving our objectives, we have identified seventeen Basic Skills and have divided them into seven Primary Emphasis, six Secondary Emphasis and four Other Professional skills. We consider all of the skills to be important to psychologists, but we do not expect interns to be equally knowledgeable in all of them. The Primary Emphasis areas are selected to represent activities interns can reasonably be expected to perform in any full-range counseling center agency such as ours at The University of Maine. They are skills that would be necessary for a clinician to have developed to be able to work effectively in any clinical setting. Secondary Emphasis skills are often applicable in Counseling Centers as well as many psychological agencies. Other Professional skills may also occur in counseling centers, but are more likely to occur in other settings. Most of the Secondary and many of the Other Professional Skills Areas will be available at our Center and we encourage interns to make efforts at developing competency in as many of these areas as possible. They are included in many of our seminars and experiences at the Center.
At our Center all interns are expected to be relatively proficient in the Primary and Secondary Emphasis Skills and to increase their knowledge in as many of the Other Skills as is possible. Minimum performance standards have been established to measure performance in the thirteen Primary and Secondary Emphasis Skills and optional ratings of the Other Professional Skills are also provided as a guideline of progress. Listed below are the Basic Skills as well as other training components of our program.
Basic Skills: Primary Emphasis Skills
1. Intake and Assessment
The assessment of incoming clients is made during the initial intake. All staff members do intakes. The intake person is responsible for clarifying the presenting problem, assessing the severity and need for immediate intervention, providing appropriate diagnosis when necessary, developing a treatment program, which may or may not include Center involvement, and presenting these impressions at regularly scheduled dispositional meetings or team supervision meetings, Depending on student demand for service, interns would be expected to be involved in about one to four intakes per week.
2. Knowledge of Psychopathology
A prerequisite to success in any type of psychotherapy or counseling is a fundamental knowledge of personality functioning and psychopathology. With help through supervision, seminars, case conferences and presentations the intern is expected to demonstrate a growing ability to provide sound theoretical explanations and rationale for human behavior and problems.
3. Advanced Psychotherapy and Counseling
Direct one-to-one treatment of clients is considered an essential and basic part of our program. All staff members do individual counseling. The philosophy of treatment has always been to provide the best possible care to the student. Although we are a short term facility, the intern will likely have experience with a number of treatment modalities as well as a number of short-, medium- or long-term cases. Possible treatment alternatives to individual therapy include group therapy, couples or partner counseling, co-counseling, or occasionally family therapy. Length of treatment may vary from one session to an entire year or longer. Each intern will generally schedule 16-18 clinical hours each week.
4. Crisis Intervention
The ability to acquire the skills and competence necessary to respond to a crisis is considered an important aspect of any professional's training. All clinical staff provide some emergency time for walk-in daytime emergencies. Interns generally serve one morning and one afternoon per week for these possible emergencies. For evening and weekend emergencies of clients, an on-call emergency telephone consultation system has been in effect for the past ten years. All staff, including interns, participate in this system. Through this opportunity to participate directly in crisis work along with our ongoing didactic seminars, interns will have ample exposure to crisis intervention skills.
5. Professional Functioning
Knowledge of ethical and professional codes of behavior, and the necessity to practice in an ethical and professional way, is essential to any person who plans to continue in the field of psychology. Furthermore, with such rapid changes occurring in the interpretation of areas such as confidentiality, legal rights, insurance, managed care, etc., all staff need to remain up to date. These issues will be regularly addressed through supervision, training seminars and case conferences
6. Personal Functioning
In the practice of psychology, the ability to recognize and deal appropriately with personal issues as they affect professional functioning is a necessary skill. It is important for any practicing psychotherapist to appropriately manage personal stress, remain emotionally stable and be open to feedback and suggestions. Through individual intern supervision this area will be monitored and explored.
7. Sensitivity to Cultural Diversity
One of the most important values of our Center is the commitment to diversity and the recognition and support of cultural and individual differences. A Diversity Seminar offers interns an opportunity to experientially learn and share their own unique heritage and background, as well as to be exposed to mentors who are members of cultural groups on campus. Consultation with a diversity site such as the Multicultural or ALANA Center, the Office of International Programs or Campus Ministry, also allows interns to learn about new areas or to expand their prior knowledge. Additional optional summer rotations are occasionally available at multicultural sites, such as a nearby Native American community and are still another way to broaden cultural and diversity experience and knowledge. Periodic brown-bag luncheons at the Counseling Center, in which diversity issues are discussed, are also available for intern participation.
Basic Skills: Secondary Emphasis Skills
8. Vocational, Career and Educational Counseling
We consider knowledge of career and vocational counseling and testing to be valuable for any psychologist planning to work at a counseling center. A weekly one-semester seminar, co-facilitated by the Director of the Career Center and our Assistant Training Director is required. Additional experience at the Career Center facility is a possibility for those interns who are especially interested in this area.
9. Group Facilitation
We are strongly committed to group therapy as a treatment of choice. For many clients, group therapy is considered as appropriate or even more appropriate than individual approaches. Each year we offer general therapy groups as well as other groups, both structured and unstructured. In recent years some examples of the groups we have offered include personal growth groups, men's and women's groups, groups for anxiety and trauma, general skills groups, and a variety of other support groups. As a center we are committed to high quality training in group therapy. Interns learn about groups through serving as observers in groups, co-leading groups, and through discussions during case conference and group seminar. Interns also meet following each group session with their group co-leaders to receive ongoing supervision. Additionally, opportunities for learning group dynamics and facilitating groups may occur in prevention workshops and in consultation activities. We have recently updated our group room by installing advanced AV equipment to promote even better training and supervision. We are extremely fortunate to have on our staff, two very experienced specialists in the systems-centered group approach.
10. Prevention and Education Programming
The Counseling Center offers a wide variety of prevention and education programming, and training as part of our mission to positively influence the greater campus community. We seek to promote an integrated learning environment that is conducive to growth and optimal student development. All members of our staff participate in the delivery of programs and workshops each year. Much of this program delivery is part of our formal consultation activities or other on-going relationships. Each year, however, we are challenged and eager to be both proactive and reactive in the development and implementation of innovative prevention and education programming. Because of this evolving commitment, interns are encouraged to develop at least one new program or workshop, as well as to participate in prevention education and training activities on some evenings and weekends. Examples of previous program topics include: stress management, leadership skills, communication and effective listening skills, improving body image and recognizing depression. The Counseling Center Prevention and Education Coordinator oversees the programming efforts of the Counseling Center.
11. Consultation
Consultation, both clinical and organizational, is an important responsibility for staff members. In order to help encourage the development of consultation skills, all interns are encouraged to provide consultation to at least one primary site. Possible consultation sites might include Residential Life, Academics, the Department of Athletics and Recreation, the Multicultural Programs and ALANA Center, the Office of International Programs, the Campus Ministry, and the GLBT Allies Council The sites we consult with may vary, so involvement from year to year is based on need and interest. Our Consultation Coordinator holds a seminar in the beginning of the year to deal with issues and questions in this area. In addition to formal consultation relationships, interns actively consult with physicians, nurses and other health services personnel, including our psychiatric consultant. Furthermore, staff members are frequently consulted regarding concerns about individual students by parents, Residence Life and Programming staff, Judicial Affairs, faculty, administrators and other students.
12. Formal Assessment
The Counseling Center does not routinely conduct psychological assessment through testing. We expect interns to have had some prior testing courses before starting the internship. Due to a recent change in our staff structure, we are unable to continue to offer our Psychological Assessment Seminar. We do require that each intern complete one formal career assessment.
13. Supervisory Skills
We will attempt to provide an opportunity to supervise practicum students in the spring semester. These students may be from the Clinical Psychology, Counselor Education or the Social Work Graduate Programs of the University. Depending on the structure of the practicum, supervision will probably average one or two hours per week. Senior staff provide supervision of this experience, and a Supervision of Supervision Seminar is offered to interns in the spring.
Basic Skills: Other Professional Skills
14. Knowledge of Medical/Psychiatric Issues
Since our Counseling Center provides a full range of mental health services, we sometimes work with students who are seriously disturbed and require medication. Through case conferences, seminars and direct contact with our medical colleagues and consulting psychiatrist, interns are encouraged to become familiar with commonly used medications and related medical/psychiatric issues. A Clinical Seminar is offered weekly.
15. Research and Dissertation Support
The professional staff encourages interns to be involved in any ongoing research activity. Interns are especially encouraged in working toward completion of their dissertations, but such work must not interfere with the responsibilities and commitment to the internship. A research screening committee reviews all proposed research. Interns are expected to balance their schedules so that excessive time is not spent on the dissertation or other activity at the expense of clinical activities. A staff psychologist from the Center conducts a research seminar on an as needed basis, in which interns have the opportunity to discuss their dissertation and to help structure their dissertation time. Summer months and student vacation periods provide considerable time for research. Interns may also work with the Director of the Center on specific research projects throughout the year.
16. Teaching
On occasion, interns may assist in the teaching of courses through various departments when such opportunities present themselves. Realistically, formal teaching opportunities are not common and interns should not expect them. Interns are encouraged, however, to make case presentations and didactic presentations in team supervision or in various classes, and to provide informal presentations to residential life staff, medical staff, etc.
17. Administration
Interns are involved as fully participating staff members in weekly administrative meetings. Interns are involved in working on committees, such as a planning committee to organize a major conference, the intern training committee, or a selection committee to choose next year's interns. Interns may also choose to work with the Director on specific administrative tasks or projects.
Other Training Components
1. Intern Supervision
Supervision is considered the most important aspect of the internship program. The quality of supervision contributes strongly to a positive internship experience. Extensive supervision is provided by senior staff in various formats throughout the year. Each intern will have one 2-hour supervisor assigned each semester to provide in-depth individual supervision. Interns will also have a secondary supervision experience in a team setting consisting of senior staff and practicum students. Interns may also consult with other staff members whose expertise can help in understanding a specific client or psychological issue. Interns can expect to receive two hours of individual supervision and one hour of team supervision each week. In addition to the individual and team supervision, our staff will provide supervision of groups, consultation and any other major activity in which the intern engages. Our supervision is designed so that interns will have direct exposure to most or all of the Senior Staff by the end of the year.
Additional consultation and supervision occurs when staff and interns co-lead groups or other services. Still other forms of supervision occur through joint staff meetings with other professionals from different disciplines. During these meetings interns and staff might present cases and explore various clinical and conceptual issues. An additional unique component of the program is the opportunity to interact closely with our consulting psychiatrist and thus to gain a psychiatric perspective. The interns are encouraged to play an active role in all of these activities.
2. Didactic Programs
In addition to the clinical staff meetings, a major didactic component of our program occurs through the intern training seminars. Seminars in clinical issues, career issues and diversity are currently being offered by our Counseling Center staff. In addition, a weekly All Purpose Clinical meeting with the Training Director occurs year round. A two-hour meeting including regularly scheduled topic areas, presented by various staff members and our adjunct training faculty, is also offered throughout the year. A major objective of all the training seminars is to provide a deeper understanding and a thoughtful re-examination of basic clinical skills and theoretical perspectives as practiced by skilled practitioners. This is intended to facilitate an increased awareness of the various means of conceptualizing human problems. Many of the Primary, Secondary and Other Emphasis skills identified earlier are covered in the seminars.
3. Professional Growth
One of the primary goals of internship training is to enhance professional growth and development. Professional growth cannot always be fostered through structured activities. Interns are encouraged to participate in professional societies and associations. They may attend various workshops and professional meetings of their choice. They are also offered opportunities for staff development via a variety of seminars, staff development sessions and presentations.
4. Personal Growth
Personal growth is a precious component which does not lend itself to a cook book format. A major emphasis in the formal supervisory and mentoring process is in helping the intern develop a greater understanding of his/her self. In addition, informal relationships with various staff members offer opportunities for interns to discuss personal issues and difficulties. For trainees interested in personal psychotherapy, access to various community resources may be provided. Moreover, we have found that one of the most useful sources of support and personal growth lies within each unique intern group. Through all of these activities, it is hoped the intern will gain a greater sense of independence and a feeling of personal and professional identity throughout the internship year.
5. Special Summer Program
During the summer months when our formal training components lessen, we make an attempt to offer interns an opportunity to expand their knowledge and skills in different areas or settings. Interns have worked at various regional, private and state hospitals and in some business settings. More recently interns have also participated in grant writing and various prevention projects.
| Activity | Approx. weekly time/hrs. |
|
16-18 |
|
2-3 |
|
3-6 |
|
3 |
|
2 |
|
7 |
|
4-6 |
| Average Total Hours | 40+ |
We would like to emphasize again that our Counseling Center staff takes its commitment to training very seriously. While many activities are required of all interns, we also try to individualize our program in order to meet specific needs and enhance present skills. Throughout the internship year, intern suggestions and input will be both encouraged and valued.
The theoretical orientation of the Counseling Center is varied. A healthy mix of dynamic, non-directive, feminist, humanistic, transpersonal and systems theory approaches is practiced. Following is a list of current senior staff, their orientation and interests. This is followed by a list of Adjunct Training Faculty and recent interns.
Senior Staff
APRIL J. BOULIER, Ed.D., Licensed Psychologist (West Virginia University, 1989); Assistant Training Director. Humanistic orientation. Individual, couples and family therapy. Special interest in identity and career counseling, eating disturbances, weight loss and exercise, self-esteem, health psychology, gender issues, outreach and supervision.
ALAN C. BUTLER, Ph.D., Licensed Psychologist (University of Maine, 1970); Training Director; Cooperating Associate Professor of Psychology. Dynamic and transpersonal orientation, individual and couples therapy, research involving psychological health in children and adults.
KYLIE COLE, Ph.D., (University of Tennessee, 2007); Clinician: Prevention and Education Coordinator. Interpersonal orientation. Special interest in group therapy, diversity, sex roles, well-being and esteem.
BRENT D. ELWOOD, Ph.D., Licensed Psychologist (The University of Texas at Austin, 2001); Group Coordinator. Systems and Psychodynamic orientation informed by feminist and hermeneutic perspectives. Individual, couples and group therapy, with special interest in group therapy, organizational consultation, career, diversity, and social theory.
DOUGLAS P. JOHNSON, Ph.D., C.G.P, Licensed Psychologist (The Pennsylvania State University, 1992). Director. Existential-Humanistic orientation integrated with Developmental, Dynamic-Interpersonal and Systems Theory. Nationally Certified Group Psychotherapist. Special interest in Systems-oriented Group Psychotherapy and organizational consultation.
MARC MYTAR, Ph.D., Licensed Psychologist (University of Missouri-Columbia, 1978); Practicum Coordinator, Cooperating Assistant Professor of Psychology. Dynamic therapy orientation, biofeedback and self-control, behavior therapy, depression, behavioral medicine, preventive health models, and clinical training and supervision, ethics and professional practice.
Post Internship/Advanced Clinical Fellow
HOLLY COSTAR, Ph.D. (University of Maryland): Interpersonal orentation. Assisting in planning and developing campus outreach presentations and events. Special interest in Health Psychology, anxiety disorders and post traumatic growth.
Adjunct Training Faculty
JEFF ASTIN, Ph.D., Psychologist, Bangor Mental Health Institute
PATTY COUNIHAN, M.Ed., Director, Career Center
ROBERT DANA, Ed.D., Vice President of Student Affairs and Dean of Students, Division of Student Affairs
MARJORIE HARRIS, L.C.S.W., Adjunct Faculty, School of Social Work and Clinical Associate,
Counseling Center
KEITH HUTCHISON, M.D., Psychiatric Consultant to the Counseling Center
SUSAN KOMINSKY, LL.B., Attorney at Law in private practice
JOHN YASENCHAK, Ed.D., Clinical Supervisor, Program Director Penobscot/Wabanaki Health
Dept.
Recent Interns*
2008-2009
David Dahlbeck (University of Memphis)
Kelly Russo (Fielding University)
Jory Smith (George Fox University)
2007-2008
Andrew Cole (Yeshiva University)
Robert Fasman (Arizona State University)
Adam Fenske (George Fox University)
2006-2007
Holly Costar (University of Maryland)
Claude Dotson (Spaulding University)
Salena King (Auburn University)
2005-2006
Kylie Cole-Zakrzewski (University of Tennessee)
Juan Pablo Kalawski (University of North Texas)
Kirsten Michels (University of Georgia)
2004-2005
Terri Elofson Bly (Argosy University/Twin Cities)
Russell Phillips III (Bowling Green University)
Ariela Reder (Wright State University)
2003-2004
Kristin Ljungberg (Argosy- Honolulu)
Stephanie Poplock (Northeastern)
2002-2003
Nancy Hartsock (George Washington University)
Aaron Krasnow (Clark University)
2001-2002
Jeanne Dorland (The University of Akron)
Richard Jazdzewski (Minnesota School of Professional Psychology)
Ronald Young (James Madison University)
2000-2001
Jay Coughlin (James Madison University)
Jennifer Fife (Boston College)
Kristine Karl (Minnesota School of Professional Psychology)
1999-2000
Annie Bernier (Universite Laval, Quebec)
Anne Bizub (Dusquesne University)
Elizabeth Burns (University of Nebraska, Lincoln)
*Some intern alumni names may be omitted if we were unable to contact them or if they requested that their names not be listed on line.
As a member of APPIC we will be using the 2008-2009 APPIC Application for Psychology Internship (AAPI) Form and will be participating in the APPIC matching program. The AAPI 2008-Application Form is available from the APPIC Web Site: http://www.appic.org/.
To participate in the APPIC matching program, you must be registered. If you have not already done so, you must obtain an Applicant Agreement Package from NMS and register for the matching program in order to be eligible to be matched to our program. You may request and Application Package from NMS through the matching program website at www.natmatch.com/psychnit
Applications should include:
Upon receipt of your completed application, our Selection Committee will review your material. From this initial review, a selected pool of applicants will be invited for an interview. We require either a personal or telephone interview. Please note that while a personal interview and visit to our Center is not mandatory, most applicants find it extremely helpful in their decision making process to visit with us. It allows you to gain a more in-depth understanding and a "personal feel" for what it would be like to intern at Maine. It also allows more of our staff to get to know you.
Consequently, if you are considering Maine as one of your top choices and are invited for an interview, we would encourage you to visit our site in person. To arrange for a visit, simply follow the instructions in the letter you will receive from us in December that informs you if you have been selected to remain in our active applicant pool. If you are unable to arrange for a personal visit, telephone interviews with committee members will be offered. The phone interviews are likely to occur in the last three weeks of January. Of course, we would be pleased to answer any questions at any time during the application process.
The deadline for receipt of completed applications is November 15, 2008. Whenever possible, all of your application material should be sent in one envelope to the address below. Any clarifying information about the internship may also be obtained by contacting:
University of Maine
Alan C. Butler, Ph.D., Training Director
Counseling Center
5721 Cutler Health Center
Orono, ME 04469-5721
(207) 581-1392
You can learn more about us by visiting our website at: www.umaine.edu/counseling.
The Counseling Center follows all guidelines regarding notification procedures established by the Association of Psychology Postdoctoral and Internship Centers. 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.
