North Memorial Health-University of St. Thomas Joint Doctoral Psychology Internship Program

The North Memorial Health-University of St. Thomas Joint Doctoral Psychology Internship Program is co-sponsored by North Memorial Health (NMH) and the University of St. Thomas Interprofessional Center for Counseling and Legal Services (IPC). The Internship Program provides a wide range of training experiences that allow for working with demographically diverse populations within multiple service locations in the Minneapolis-St. Paul metropolitan area. Moreover, interns have the opportunity to gain valuable experience of serving clients across the continuum of care, from acute hospital-based services to outpatient community mental health. Finally, Interns have the opportunity to develop competencies in the area of Clinical Supervision, through providing direct supervision to masters-level trainees. See Internship Brochure for more information on clinical training opportunities and rotations.

Please note that due to the Internship Program’s partial affiliation with the University of St. Thomas, Phase I applications are only accepted from candidates enrolled in the University of St. Thomas Graduate School of Professional Psychology’s Psy.D. in Counseling Psychology program.

Please see our UST-NMH Internship Brochure here or below

Your browser cannot display the embedded PDF. Download it here, or download Adobe Reader here and refresh the page.

North Memorial Health

North Memorial Health is a healthcare system serving the northwest Minneapolis-St. Paul metropolitan area since 1954, with two hospitals, 25 specialty and primary care clinics, and community-based healthcare services.  NMH’s Mental Health services are primarily based in Robbinsdale, Minnesota, which includes an inpatient psychiatry unit, emergency department, partial hospitalization and intensive outpatient programming, outpatient mental health clinic, and consultation services to the medical units of the hospital. Increased mental health care access is provided at NMH primary care clinics and emergency behavioral medicine at the NMH Hospital and Maple Grove Hospital. Additional outpatient services such as psychiatric medication management, individual and group psychotherapy, and neuropsychological assessment round out the spectrum of mental health care. In keeping with its mission “to empower its customer base to achieve their best health,” North Memorial Health has also established partnerships with community-support programs and non-profit organizations such as Vail Place.  

Across a diversity of clinical settings and demographics, mental health care at North Memorial Health emphasizes integrative, multidisciplinary behavioral health care. Psychologists collaborate as part of interprofessional teams, including psychiatry, medicine, nursing, social work, occupational therapy, and other allied professions. NMH team members employ innovative and evidence-based interventions with a range of presenting concerns from serious mental illnesses to recovery from co-occurring disorders to trauma-related and adjustment disorders. In addition to housing one of four Level I Trauma Centers in the state of Minnesota, North Memorial Health takes a trauma-informed approach to mental health care.

 

Interprofessional Center for Counseling and Legal Services

The Interprofessional Center for Counseling and Legal Services (IPC) is a community-based clinic, located on the University of St. Thomas’ Downtown Minneapolis campus. The IPC operates under the umbrella of the UST Morrison Family College of Health, which was established in the fall of 2019 with the aims of helping solve systemic health care problems by:

  • Reimagining how those who work in this field can address the wellness of the whole person
  • Meeting an acute demand for health care practitioners who possess technical skills and cultural competencies.

In line with the College of Health’s integrative and interdisciplinary educational approach, the IPC serves as a training clinic and a community resource by providing legal, social work, and psychological services to low-income and underinsured individuals in the Twin Cities metro area.

Established in 2004, the IPC’s mission is to “[advance] social justice through service and advocacy with underserved individuals and communities through transformative educational experiences for our students.” The IPC was established to provide practical, experiential learning experiences for students and is a joint effort by the School of Law, the Graduate School of Professional Psychology, and the St. Thomas School of Social Work. Working collaboratively, law, psychology and social work students strive to meet the needs of underserved people while gaining valuable real-world experience. The IPC’s three services (Legal Services Clinic, Psychological Services, and Social Work Clinic) provide independent services and collaborate to better serve individuals who present with complex situations. For example, an asylum seeker who experienced torture in his home country might need a lawyer to obtain legal immigration status, a therapist to address Posttraumatic Stress Disorder, as well as a social work case manager to navigate access to other social and medical services.  

The Psychological Services unit of the IPC obtains referrals from a variety of community agencies and resources, including social service agencies, churches, schools, and mental health professionals.  Mental health services include individual therapy, group therapy, couples/family therapy, career counseling, and psychological testing and assessment. The Psychological Services Unit of the IPC does not bill clients for services.  

 

Land Acknowledgement

We acknowledge that our training institutions stand on the traditional, ancestral, and contemporary lands of Indigenous people, largely that of Dakota and Ojibwe nations and their Wahpekute, Anishinabewaki, and Očeti Šakówiŋ (Sioux) territories (from the Native Land website and map).

 

Across all Internship Program settings, training in multiculturalism and diversity is strongly valued and practiced. We strive to practice cultural humility, acknowledging that we are all complex, cultural beings, bringing strengths, knowledge, and experience while remaining open to “not knowing” and embracing lifelong learning and growth. A wide range of training activities and client populations present opportunities for experiential learning. Furthermore, we share a commitment to empowering our clients and training providers to have the requisite knowledge, awareness/sensitivity, and skills to provide high quality services to our diverse populations. See our Statement on Multiculturalism and Diversity in Training at the end of this document for further articulation of our philosophy and practices demonstrating our values.

Internship, Admissions, Support and Initial Placement Data

INTERNSHIP PROGRAM TABLES

Date Program Tables are updated: 8/24/2020

 Internship Program Admissions

Applicants must meet the following prerequisites to be considered for our program:

  • To be eligible for the Internship, applicants must be currently enrolled in a Counseling or Clinical Psychology doctoral program accredited by the American Psychological Association or Canadian Psychological Association.
  • The Internship requires a minimum of 250 direct contact practicum hours. Applicants with 1000 or more practice hours total are preferred. Applicants must also be deemed eligible for Internship by their doctoral program.
  • The NMH-UST Internship Program is partially affiliated with the University of St. Thomas’ Graduate School of Professional Psychology. During Phase I of the match, all internship slots are allocated to qualified candidates from the University of St. Thomas Psy.D. Program in Counseling Psychology. There is no guarantee that the two positions will be filled by UST students. If one or both of the positions is not  matched in Phase I, selection will be open to all applicants meeting minimum requirements. In addition to accepting applications from non-UST doctoral programs, qualified UST applicants may apply in Phase II.

Selection Process

An Intern selection committee will review internship applications. Applications are reviewed based on the applicant’s interest and experience in the clinical training opportunities offered by the Internship Program. Only qualified UST candidates will be eligible and ranked in Phase I. During Phase II of the Match, the Program accepts applications from external, non-UST candidates.

 

Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:

Total Direct Contact Intervention Hours

 No

 Yes

Amount: Min. 250

Total Direct Contact Assessment Hours

 No

 Yes

Amount: N/A

 

Describe any other required minimum criteria used to screen applicants:

 

Intern applicants are strongly encouraged to use responses to the standardized APPI materials (i.e., cover letter, personal statement, diversity essay) to convey the strength of fit of the Internship Program with the applicant’s background, experience, and training goals. In particular, applicants who express interest in and/or have experience working in multidisciplinary settings and with individuals presenting with a variety of mental health disorders are considered a strong fit. Although not required, supervised experience with psychological testing and diagnostic assessment is preferred.  The Internship Program encourages applications from individuals from diverse backgrounds. We seek Interns who share the Program’s commitment to multiculturalism and diversity and whose applications explicitly state these among their internship training goals.

Prior to the start of the Internship Year, matched Interns must clear institution-specific requirements for onboarding, which may include criminal background checks and providing proof of immunizations.

 
 
 
 
 
 

 

Financial and Other Benefit Support for Upcoming Training Year*

 

Annual Stipend/Salary for Full-time Interns

$30,000 

 

Annual Stipend/Salary for Half-time Interns

N/A 

 

Program provides access to medical insurance for intern?

 

Yes

  ☒    No

 

If access to medical insurance is provided:

 

 

Trainee contribution to cost required?

N/A

   

Coverage of family member(s) available?

N/A

 

 

Coverage of legally married partner available?

N/A

 

 

Coverage of domestic partner available?

N/A

 

 

Hours of Annual Paid Personal Time Off (PTO and/or Vacation)

80 hours 

 

Hours of Annual Paid Sick Leave

80 hours, as needed 

 

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):  -5 days (i.e.,40 hours) of Professional Development.

-$750 in Professional Development funds (trainings, conferences, etc)

 

 

 

 

 

*Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table

 

 

CURRENT & PAST INTERNS

 

Cohort

Intern Name

Graduate Program

2020-2021

Scott Anderson

Psy.D., Counseling Psychology, Springfield College, MA

2020-2021

Helen Sawaya

Ph.D., Clinical Psychology, University of North Dakota, Grand Forks, ND

2019-2020

Katherine Ainsworth

Psy.D., Counseling Psychology, Univ of St. Thomas

2019-2020

Mary Clare Lindsley

Psy.D., Counseling Psychology, Univ of St. Thomas

2018-2019

Nicholas Klein

Psy.D., Counseling Psychology, Univ of St. Thomas

2017-2018

Jenna Etzold

Psy.D., Counseling Psychology, Univ of St. Thomas

2017-2018

Kunga Norzom

Psy.D., Counseling Psychology, Univ of St. Thomas

Initial Post-Internship Positions

 

 

(Provide an Aggregated Tally for the Preceding 3 Cohorts)

 

 

 

2017-2020

Total # of interns who were in the 3 cohorts

 5

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree

1

 

PD

EP

Community mental health center

 2

N/A

Federally qualified health center

 N/A

N/A

Independent primary care facility/clinic

N/A

N/A

University counseling center

N/A

N/A

Veterans Affairs medical center

N/A

N/A

Military health center

N/A

N/A

Academic health center

N/A

N/A

Other medical center or hospital

N/A

1

Psychiatric hospital

N/A

N/A

Academic university/department

N/A

N/A

Community college or other teaching setting

N/A

N/A

Independent research institution

N/A

N/A

Correctional facility

1

N/A

School district/system

N/A

N/A

Independent practice setting

N/A

N/A

Not currently employed

N/A

N/A

Changed to another field

N/A

N/A

Other

N/A

N/A

Unknown

N/A

N/A

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.

 

 
 

The Internship Program is deeply committed to multiculturalism and diversity in training and supporting trainees who represent various forms of diversity. We believe that attention to issues of cultural and individual differences and diversity is central to ethical, competent, and compassionate practice. The Internship Program implements its training activities in accordance with the APA Ethical Principles of Psychologists and Code of Conduct (2017) and evidence-based practice of psychology (EBPP; APA Presidential Task Force on Evidence-Based Practice, 2006), which call upon psychologists to integrate issues of culture and diversity into training and practice. This statement articulates the values and practices that comprise our sustained effort at providing high quality training in issues related to multiculturalism and our attention to diverse representation amongst our Interns and training faculty of diverse backgrounds. We view multicultural competence as a dynamic and life-long task. Therefore, the Internship Program’s training activities are not limited to those detailed here, and this document is amenable to revision.

Land Acknowledgement

We acknowledge that our training institutions stand on the traditional, ancestral, and contemporary lands of Indigenous people, largely that of Dakota and Ojibwe nations and their Wahpekute, Anishinabewaki, and Očeti Šakówiŋ (Sioux) territories (from the Native Land website and map).

Affirming Diversity & Promoting Empowerment

We affirm that all individuals are multicultural beings whose social identities and individual characteristics inform their worldviews, mental health and well-being, interpersonal interactions (including the therapeutic relationship), and one's position within institutional and sociohistorical contexts. The Internship Program defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, acculturation, race, religion/spirituality, culture, sexual orientation, and socioeconomic status. We acknowledge the uniqueness of experience associated with multiple and/or intersecting identities. We understand that identity statuses may be visible or invisible. We recognize that certain groups are conferred unearned privilege, dominance, and power, whereas other social groups experience bias, prejudice, and societal disadvantage. We underscore that there are individual differences within any cultural group, and the individual is their best expert on their phenomenological experience. Informed by the preponderance of scientific literature on intergroup contact and prejudice (Pettigrew & Tropp, 2006), we understand that all individuals are prone to biases based on their social identifications. We further acknowledge that Psychology, as an institution, has at times in history played a role in the oppression of nondominant groups through means both explicit and implicit.

We believe that the profession of Psychology is ever-evolving to better understand and meet the complex needs of individuals we serve and those in training. We consider the ways in which Psychology is in a unique position to promote social justice and individual empowerment, in line with the missions of both North Memorial Health and the University of St. Thomas. While acknowledging the experience and impact of historical and contemporary oppression, we simultaneously promote a strengths-based perspective. This perspective takes into account community-based resilience and culturally-relevant protective factors and practices.

Our Approach to Multiculturalism and Diversity in Training

Multicultural competence and diversity is one of the Internship Program’s four aims, reflecting our belief that multicultural competence must be both integrated into the training of other profession-wide competencies while also deserving unique attention. Our approach to training in multicultural development focuses on increasing the following domains over the training year: 1) Knowledge, 2) Awareness/Sensitivity, and 3) Skills. These domains are integrated across various aspects of the training program, including but not limited to didactic trainings, individual and group supervision, experiential learning, and evaluation.

Multicultural Knowledge

We strongly believe that culturally-relevant knowledge is essential for multicultural competency. We see training in multicultural knowledge as both content and process based. Training in content-based cultural knowledge may focus on the values, beliefs, practices, experiences, and worldviews that may be unique to particular cultural groups. It also entails knowledge of empirical evidence and scholarly theories pertaining to clients’ various identifications. However, there are inherent limitations of focusing solely on a content-based approach, given the great number of diversity variables and individual differences within cultural groups. Thus, we also focus on training in the process of gathering cultural knowledge from the client and outside sources (e.g., research literature, supervision, consultation) to best serve the healthcare needs of individuals from diverse backgrounds.

Multicultural Awareness/Sensitivity

Awareness and sensitivity to multiculturalism and diversity are critical to developing multicultural competency, as this guide the process of gathering relevant knowledge and applying culturally-appropriate skills. Multicultural awareness is defined as an understanding of how one’s own personal identities and concomitant worldviews affect how they understand and interact with individuals (clients, supervisees, supervisors, other staff, etc.) who are both similar to and different from themselves.  Multicultural sensitivity encompasses a dynamic attunement to multiple cultural variables, including one’s personal worldview, the worldview of the client, the interplay between therapist-client, and the context of the encounter. We believe that practicing awareness of self and sensitivity to others is a life-long task, and both Interns and training supervisors practice honing these faculties throughout the training year. Experiential learning and reflective supervision are the primary modalities for increasing multicultural awareness and sensitivity.

Multicultural Skills

The learning and application of culturally-appropriate skills is critical to multicultural competence, while also building upon the domains of multicultural knowledge and awareness/sensitivity. It encompasses the demonstration of cultural knowledge, awareness, and sensitivity in basic intervention, such as building rapport in the therapeutic relationship. It may also include application of concepts such as dynamic sizing, employing culture-specific skills, and obtaining consultation (Sue, Zane, Hall, & Berger, 2009). We believe that skillful practice in Psychology is fundamentally tied to multiculturalism and diversity. As with the previous two domains, the refinement of one’s multicultural skills is an ongoing part of professional development.

Methods for Training in Multiculturalism and Diversity

The Internship Program's training activities include multiple opportunities to promote the development of multicultural knowledge, awareness/sensitivity, and skills to navigate cultural and individual differences and diversity. The following methods demonstrate our deep commitment to these values.

Diverse Clinical Populations

Clinical experiences at all locations of the Internship provide rich opportunities to serve demographically diverse populations, including variables such as race/ethnicity, gender, sexual orientation, religion, and age (see table below for a summary of recent statistics of our service populations). North Memorial Health is adjacent to communities with racial/ethnic diversity and a greater percentage of socioeconomic disadvantage than the rest of Hennepin County, thus providing opportunities to consider the role of these statuses on health and development. The Interprofessional Center for Legal and Counseling Services’ (IPC) mission is to serve low income and underinsured individuals. Some of the IPC’s clients are also immigrants seeking support for applications for asylum. Exposure to demographic diversity provides opportunities to increase Interns' awareness/sensitivity to multicultural issues and to apply knowledge and skills acquired during didactic trainings. The ample opportunities to experience contact with cultural diversity is a unique strength of the training program and is consistent with the well-established literature on intergroup contact and reducing prejudice and bias in individuals.

Demographic Data for 2018

 

NMH

IPC

Individuals receiving mental health services

N = 1,660 (PHP, IOP, and outpatient mental health only)

N = 107

 

Gender

 

Female: 64.5%

Male: 45.4%

 

Female: 52%

Male: 36%

Transgender: 2%

Unknown: 9%

 

 

Age

 

18-25: 11.14%

26-40: 33.07%

41-65: 2543.25%

66+: 12.52%

 

 

18-44: 73%

45-64: 22%

65+: 5%

Race

 

Am. Indian/Alaskan Native: 1%

Asian: 1.6%

Black/African American: 14.2%

Native Hawaiian/Other Pacific Islander: <1%

Refused/Unknown: 3.8%

White/Caucasian: 81.6%

 

 

Asian/Asian American: 6%

Black/African American: 13%

Hispanic/Latino: 14%

White: 55%

Other/Biracial: 2%

Unknown: 10%

 

Ethnicity

 

 

Hispanic or Latino: 1.9%

Non-Hispanic or Latino: 76.9%

 

 

Hispanic or Latino: 14%

Non-Hispanic or Latino: 76%

Unknown: 10%

 

 

Didactic Training

Didactic trainings and seminars provide opportunities for Interns to increase content-based knowledge, process the development of awareness/sensitivity, and explore culturally-appropriate interventions and skills. Issues around intersecting areas of culture and diversity are integrated within the regular seminars: Intern Seminar, DBT Consultation, and Supervision of Supervision.  In particular, Multicultural Seminar is a regular, dedicated learning opportunity that includes didactic modalities on various multicultural topics and is regularly open to other staff members as well. Learning elements include assigned readings, review of scientific evidence, multimedia, case presentations, and discussion. Guest speakers and site visits augment training activities to represent cultural and interprofessional diversity.  

Supervision & Consultation

In individual supervision, group supervision, and consultation meetings, Interns are expected to reflect on and articulate their own attitudes, biases, and conflicts surrounding cultural variables and individual differences in their clinical work and within supervisory relationships. They are also expected to demonstrate awareness/sensitivity to the impacts of power differentials, privilege, and oppression on clients and their presenting concerns. 

Commitment to Diversity Representation

Commitment to Training Diverse Individuals

The Internship Program encourages applications from individuals from diverse backgrounds. We seek Interns who share the Program’s commitment to multiculturalism and diversity and whose applications explicitly state these among their internship training goals. We will provide reasonable accommodations to Interns based on their identified cultural practices and/or disabilities.

Valuing Diversity and Inclusion Within Our Teams

We value diversity amongst our colleagues and strive for inclusion in every team/staff setting. Our workplaces represent diversity with respect to age, gender, race/ethnicity, religion/spirituality, sexual orientation, and other visible and non-visible cultural categories. Both co-sponsoring agencies of the Internship Program, North Memorial Health and the University of St. Thomas are Equal Opportunity/Affirmative Action employers.

Non-Discrimination and Fair Treatment

The Internship Program commits to non-discrimination and fair treatment of all Interns, supervisors, other training faculty, contributors, and other stakeholders. It avoids any actions that would restrict program access or completion on grounds that are irrelevant to success in graduate training or the profession. Concerns about possible discrimination or unfair treatment should follow the outlined grievance procedures outlined in the Due Process and Grievance Policy. 

Ongoing Assessment and Improvement

Interns and training faculty are encouraged to provide the Training Directors and the Internship Program with candid feedback about their experiences in training, particularly with respect to issues of multiculturalism and diversity. Mechanisms for accountability are built into multiple levels of evaluation as well (i.e., embedded within broad profession-wide competencies on trainee evaluations, supervisor evaluations, and Internship Program evaluations).  The Training Committee reviews all feedback about the program and makes sustained efforts to provide quality training to diverse interns and around multiculturalism and diversity. Furthermore, we commit to ongoing efforts at promoting diversity and inclusion within our team/staff settings.

References

APA. (2017). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/ethics-code-2017.pdf

APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. DOI: 10,1037/0003-066X.61.4.271

Pettigrew, T. F. & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783. DOI: 10.1037/00223514.90.5.751

Sue, S., Zane, N., Hall, G. C., & Berger, L. K. (2009). The case for cultural competency in psychotherapeutic interventions. Annual Review of Psychology, 60, 525-548. DOI: 10.114/annurev.psych.60.110707.163651.

Training Term and Stipend

The Training Year for 2021-2022 is August 16, 2021 – August 15, 2022.  The Internship is designed to be a one-year, full-time, 2000-hour training experience beginning in late August.  Interns are expected to commit 40-50 hours per week to the internship, depending upon individual training needs. In accordance to APPIC and APA standards, successful completion of Internship requirements must take place in no less than 1 calendar year and no more than 2 calendar years. APPIC Guidelines, which provide parameters for the internship experience, specify that interns must complete at least 25% of time in direct service (500 hours for a 2000-hour internship) during the internship year.  It should be noted that these are direct service contact hours, such as individual psychotherapy, couples/family counseling, group psychotherapy, psycho-educational or outreach presentations to groups, consultation of a psychological nature, provision of clinical supervision, and/or face-to-face administration of psychological assessments.   

HOLIDAYS AND TIME OFF

Interns are eligible to take the following categories of time off during the internship year:

Personal Time Off:  Up to 10 days off for vacation or other planned personal needs/business.

Professional Development:  Up to 5 days off for professional development such as dissertation or trainings/conferences.

Sick Time:  Interns may take up to 10 days off for personal illness, if needed. It is not intended that Interns will automatically take all of this time off; these days are available in the event of an extended illness versus as extra vacation time.

Holidays:  8 holidays (Labor Day, Thanksgiving Day, Friday after Thanksgiving Day, Christmas Day, New Year’s Day, Martin Luther King, Jr. Day, Memorial Day and July 4. The program recognizes and supports that Interns may wish to take days off other than       these 8 for religious observance or cultural traditions. In such instances, Interns are encouraged to speak with supervisors/Training Directors to obtain approval and work out reasonable accommodations. For example, the Intern could use a vacation day, a “sick time” day, or a professional development day to cover this type of absence.  In addition, there are a limited number of other days on which the IPC is closed due to observance of the academic calendar and/or holidays unique to the University.  Interns consult with the Training Director and Associate Training Director to discuss their intentions to accrue hours on the days in this period when the IPC is not open, in lieu of taking time off.

Frequent absences due to sickness or other reasons may be addressed with the Training Committee and extended periods of illness/injury may require pursuit of an official leave of absence. The Intern should consult with the Training Directors to determine an appropriate, approved leave of absence from the program for maternal/paternal/family leave.

COVID-19/Pandemic-time Policies

Interns are required to adhere to institutional policies and state/local laws with regards to pandemic-time precautions, symptom monitoring, and/or risk mitigation procedures (e.g., wearing of face-masks). This may require the Intern to work remotely, take time off due to illness or exposure, or other necessary changes to training modalities. As is the case with other types of extended leave, the Training Directors will work with Interns on a case-by-case basis to determine the best course of action and will make reasonable efforts to support the aim of training Interns in the competencies required by the APA Standards on Accreditation.

 


STIPEND & FINANCIAL SUPPORT

The Internship Program is primarily designed to meet the training needs of doctoral students, rather than the provision of services for each organization. To provide financial support to interns during the training, the internship offers an annual stipend of $30,000. Interns are not considered regular employees of NMH or UST, and therefore, health benefits are not available through the Internship program. The stipend is intended to provide extra funds to allow the Intern to purchase health insurance, should that be needed.

 

Professional Development Funds

In addition to the annual stipend, the Internship provides all Interns up to $750  for professional development funds to be used during the training year. These funds may be applied to materials, trainings, and educational programming that are directly related to the development of professional competencies in health service psychology. These may include, but are not limited to: books, CDs/DVDs, online courses, workshops, conferences, and/or professional association memberships.

The NMH-UST internship program participates in the Internship Matching Program sponsored

by the Association of Psychology and Postdoctoral Internship Centers (APPIC). All applicants must obtain an Applicant Agreement and register for the Match to be eligible for our internship. The Applicant Agreement can be downloaded from the matching program website at www.natmatch.com/psychint/ or by contacting National Matching Service at 416-977-3431 (Toronto, Ontario, Canada). See https://www.appic.org/internships/Match/About-The-APPIC-Match/APPIC-Match-Dates for current dates and deadlines pertaining to Phase I and Phase II of the Match.

Eligibility

To be eligible for the Internship, applicants must be currently enrolled in a Counseling or Clinical Psychology doctoral program (Psy.D. or Ph.D.) accredited by the American Psychological Association or Canadian Psychological Association. The Internship requires a minimum of 250 direct contact practicum hours. Applicants with 1000 or more practicum hours total are preferred. Applicants must also be deemed eligible for Internship by their doctoral program.

Our internship is a partially-affiliated program with the University of St. Thomas.  This means that, during Phase I of the Match, all intern slots are allocated to currently-enrolled students in the University of St. Thomas Psy.D. Program in Counseling Psychology.

If the NMH-UST internship program does not fill all of its slots in Phase I and selection proceeds to Phase II of the Match, applications will be accepted from outside of the University of St. Thomas.  As a minimum qualification for entrance into the internship program, applicants must be enrolled in a counseling or clinical psychology doctoral program (Psy.D. or Ph.D. applicants accepted), which is accredited by a body recognized by the U. S. Secretary of Education or by the Canadian Psychological Association.

General Selection Principles

  • We believe that generalist training provides a strong foundation for the professional practice of psychology. In addition, our program provides training in evidence-based practices and encourages the use of the scientific literature to inform practice.  In line with these foci, we seek applicants who are strong critical thinkers, who have a sound clinical and scientific knowledge base from their academic program, and who have had a solid base of training experiences in the areas of assessment and intervention in their practicum placements.
  • The Internship Program highly values multicultural competence and diversity, viewing it as an extension of ethical and evidence-based practice. We seek applicants whose application materials similarly reflect these values. We select internship candidates who represent different ages, race, ethnicity, gender, sexual orientations, disabilities, theoretical orientations, and life experiences.
  • Given that both locations (North Memorial Health and the IPC) provide interprofessional services, we also seek applicants who have an interest in working in multidisciplinary or interprofessional settings after Internship. Furthermore, strong applicants should show evidence of the personal characteristics necessary to function well within an interprofessional and collaborative working environment.

The NMH-UST Internship Program participates in the National Matching Service. An Intern Selection Committee (comprised of the Training Director and Associate Training Director at a minimum) evaluates applications.  Intern applicants are strongly encouraged to use responses to the standardized APPI materials (i.e., cover letter, personal statement, diversity essay) to convey the strength of fit of the Internship Program with the applicant’s background, experience, and goals.

Applicants are asked to please address the following in the required cover letter of the APPI:

  • Why you are interested in our Internship Program and your training goals for the year.
  • Brief overview of your previous assessment experience (including diagnostic assessment and psychological testing) and training goals with respect to assessment.
  • Highlight any ways that you have demonstrated interest and commitment to issues of Multiculturalism, Diversity, and Equity.

To complete the application process, application materials must be submitted no later than November 20, 2020 at 11:59PM CST through the APPIC Portal Program Code: 242911.

There is no guarantee that all positions will be filled by UST students, and in such case, during Phase II of the Match, the Program will accept and rank applications from external candidates.

Selection Procedures

For the 2020-2021 selection cycle, applicants who have been selected for an interview will be notified on or before December 18, 2020. Only qualified UST candidates will be eligible and ranked in Phase I.

Interview Procedures

Applicants invited to interview will be offered a 45-minute interview over Zoom (audio/video) with 2-3 Selection Committee members. Interviews are tentatively scheduled for the week of January 11, 2021.

All applicants will also be invited to an optional Informational Panel (date TBD, via Zoom), with supervisors and training faculty available for Q&A and to discuss Internship training opportunities.

Ranking Process

Rank order lists, for both internship sites and applicants, are due to the National Matching Service, https://natmatch.com, by February, 2021. The NMH-UST Internship Program Code is 242911.

Phase I of the Match

During Phase I of the Match, only applicants from the University of St. Thomas are given consideration. There is no guarantee, however, that all open positions will be filled by UST students.  If that is the case, selection proceeds to Phase II of the Match.

Phase II of the Match

If the NMH-UST internship program does not fill all of its slots in Phase I and selection proceeds to Phase II of the Match, applications will be accepted from outside of the University of St. Thomas, as well as from eligible applicants from UST. Applicants must meet minimum requirements outlined above and general selection principles apply.

The Internship Program will participate in and abide by APPIC’s Phase II Match policies and deadlines. See https://www.appic.org/internships/Match/About-The-APPIC-Match/APPIC-Match-Dates for Phase II dates and deadlines.

APPIC Policy Statement

Please be aware that this internship site follows the guidelines established by the Association of Psychology and Postdoctoral Internship Centers (APPIC). We fully endorse the APPIC policy summarized in the following statement: "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."

The Internship Program commits to non-discrimination and fair treatment of all Interns, supervisors, other training faculty, contributors, and other stakeholders. It avoids any actions that would restrict program access or completion on grounds that are irrelevant to success in graduate training or the profession. 

The NMH-UST Joint Doctoral Psychology Internship Program is accredited on contingency by the Commission on Accreditation of the American Psychological Association (APA), with an initial date of accreditation of July 22, 2018.

The Internship Program must submit outcome data to APA’s Committee on Accreditation by May 1, 2020 (or a later approved date) to be eligible to move from “accredited, on contingency” to full accreditation status. If the program does not submit this data, the Internship Program will be deemed to have withdrawn from accreditation, following the completion of the program by the interns currently on-site at the program. That is, if the program is deemed to have voluntarily withdrawn from accreditation, interns in the program at the time will have completed an accredited program.

Questions related to the program’s accreditation status should be directed to the APA Commission on Accreditation. The following link provides additional clarification on the “accreditation on contingency” status: http://www.apa.org/ed/accreditation/about/coa/decoding.aspx.

APA Commission on Accreditation (CoA) Contact Information

Office of Program Consultation and Accreditation

American Psychological Association
750 First Street NE
Washington, DC 20002-4242

Telephone: (202) 336-5979
TDD/TTY: (202) 336-6123
Email: apaaccred@apa.org

Website: http://www.apa.org/ed/accreditation

Training Director
Stephanie Pituc, Ph.D., L.P.
Email:  stephanie.pituc@northmemorial.com
Phone:  (763) 581-6407

Associate Training Director
Ann Marie Winskowski, Psy.D., L.P. 
Email: amwinskowski@stthomas.edu
Phone:  (651) 962-4816