Internship Program Tables
Date Program Tables are updated: 8/18/25
Program Disclosures
As articulated in Standard I.B.2, programs may have “admission and employment policies that directly relate to affiliation or purpose” that may be faith-based or secular in nature. However, such policies and practices must be disclosed to the public. Therefore, programs are asked to respond to the following question.
| Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values. |
___ Yes _×_< No |
Does the program require that applicants have received a minimum number of hours of the following at the time of application?
If Yes, indicate how many:
| Total Direct Contact Intervention Hours ***Due to the impact of COVID-19 teletherapy hours may be included in direct contact intervention hours. |
No | Yes | Amount 450*** |
| Total Direct Contact Assessment Hours | No | Yes | Amount N/A |
Describe any other required minimum criteria used to screen applicants:
| Comprehensive Exams Passed: | Yes | by ranking deadline |
| Dissertation Proposal Approved: | Yes | by application deadline |
| Dissertation Defended: | No |
Financial and Other Benefit Support for Upcoming Training Year*
Annual Stipend/Salary for Full-time Interns: $39,520
Annual Stipend/Salary for Half-time Interns: N/A
| Program provides access to medical insurance for interns? | Yes | No |
| If access to medical insurance is provided: | ||
| Trainee contribution to cost required? | Yes | No |
| Is Coverage of family member(s) available? | Yes | No |
| Is Coverage of a legally married partner available? | Yes | No |
| Is coverage of domestic partners available? | Yes | No |
| Hours of Annual Paid Personal Time Off (PTO and/or Vacation): 160 hours of vacation and professional development/td> | Yes | No |
| Hours of Annual Paid Sick Leave: up to 80 hours of sick time, used if sick | Yes | No |
| 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? | Yes | No |
| Other Benefits (please describe) The staff here have use of university libraries and databases, gym, recreational classes, and discounts at university shops. |
Yes | No |
*If possible we will accommodate such situations depending on timing and an intern’s progress in the program, although at times office space and other resource issues may rule this out.
**Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table.
Internship Program Admissions
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Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program’s policies on intern selection and practicum and academic preparation requirements: |
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The primary aim of the University of San Diego's Counseling Center internship program is to provide high-quality generalist training in clinical psychology in a university setting so individuals are prepared for an entry-level career in health services psychology. The University of San Diego Counseling Center internship includes the provision of brief therapy utilizing culturally sensitive, evidence-based, and empirically supported practices to an undergraduate and graduate student population within a brief treatment model. An intern’s role and responsibilities include the following: individual therapy, group therapy, crisis and triage support, outreach, consultation, supervision, and assessment. Interns will develop skills at the intermediate to advanced level in each of the following competency areas: Research, Ethical and Legal Standards, Individual and Cultural Diversity, Professional Values and Attitudes, Communication and Interpersonal Skills, Assessment, Intervention, Supervision, Consultation and Interprofessional/Interdisciplinary Skills, and Outreach. The internship follows a practitioner-scholar model of training. Training components reflect the interdependent nature of the practice and the science of psychology. The program is structured with an initial period of intern self-assessment in collaboration with close supervision. At the onset of the internship, careful observation is utilized to assess interns’ strengths and growing edges. As the internship continues, interns typically have more autonomy. Attention to skill development is prioritized. We focus on models of service delivery that are important not only at universities but also in a wide array of settings in the general practice of psychology. Short-term services, clear assessment, outreach and crisis intervention are emphasized in the services we provide and the skills obtained by our interns. Diversity factors are emphasized heavily in training. In attempting to balance the art and the science of therapy, we view scientific skills as a process and way of thinking in addition to being a source of knowledge about what “works” in therapy. We encourage to view their conceptualizations of clients as hypotheses to be tested and modified as client information confirms or disconfirms the ideas. |
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Does the program require that applicants have received a minimum number of hours of the following at the time of application? If Yes, indicate how many: 450 |
|
Total Direct Contact Intervention Hours: No Yes Amount: 450 Total Direct Contact Assessment Hours: No Yes Amount: 0 |
| Describe any other required minimum criteria used to screen applicants:
Applicants should have successfully completed comprehensive exams toward their doctorate in counseling or clinical psychology. |
Initial Post-Internship Positions
(Provide an Aggregated Tally for the Preceding 3 Cohorts)
| Total # of interns who were in the 3 cohorts (2023-2025) | 9 | |
| Total # of interns who did not seek employment because they returned to their doctoral program/are completing a doctoral degree | 0 | |
| EP | PD | |
| Academic teaching | 1 | 0 |
| Community Mental Health Center | 0 | 0 |
| Consortium | 0 | 0 |
| University Counseling Center | 1 | 2 |
| Hospital Medical Center | 0 | 1 |
| Veterans Affairs Health Care System | 0 | 0 |
| Psychiatric Facility | 0 | 0 |
| Correctional Facility | 0 | 0 |
| Health maintenance organization | 0 | 0 |
| School district/system | 0 | 0 |
| Independent practice setting | 6 | 0 |
| Other | 0 | 0 |
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.
Former Interns
2024-2025
- Maddie Fischer, PsyD
Loyola University Maryland - Kendalle Wexler, PsyD
Our Lady of the Lake University - Kimberly Collins, PhD
Fordham University
2023-2024
- Sarah Chun, PhD
Seattle Pacific University - Tilbe Ambrose, PhD
Alliant International University - Luiza Martins, PhD
University of Houston
2022-2023
- Jake Bigon, PsyD
George Fox University - Yuri Kim, PsyD
Roosevelt University - Rose So, PsyD
Fuller Theological Seminary
2021-2022
- Jacob Ambrose, PhD
Alliant International University - Kirsten Christensen, PhD
University of Massachusetts, Boston - Lily Higgins, PhD
Alliant International University
2020-2021
- Amanda Tom, PsyD
Azusa Pacifica University - Brittany Sanchez, PsyD
Alliant University, San Francisco - Jazmine Miyake, PsyD
Pepperdine University

