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 gain the valuable experience of serving clients across the continuum of care, from acute hospital-based services to outpatient community mental health.

Link to our ‌Internship Brochure 2018-2019‌.

North Memorial Health (NMH) is a medical system serving the northwest Minneapolis-St. Paul metropolitan area since 1954, with two hospitals, 27 specialty and primary care clinics, and community-based healthcare services. North Memorial’s Mental Health & Addiction Services are primarily based in Robbinsdale, Minnesota, which includes an inpatient psychiatry unit, emergency department, partial hospitalization and intensive outpatient programming, and consultation/ rehabilitation psychology. Psychologists and other mental health clinicians also offer increased mental health care access via North Memorial’s primary care clinics and emergency behavioral medicine at the North Memorial Health and Maple Grove Hospitals. Additional outpatient services such as psychiatric medication management, individual and group psychotherapy, Rule 25 chemical health assessment, and neuropsychological assessment round out NMH's spectrum of 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 and the University of St. Thomas’ Interprofessional Center for Counseling & Legal Services.

Across a diversity of clinical settings and demographic customer characteristics, mental health care at North Memorial 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. Promoting a recovery-based model of treatment, health, and wellness, 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 established the Posttraumatic Stress & Recovery Center (PSRC) in December of 2016. The PSRC offers empirically-supported treatments for Posttraumatic Stress Disorder and serves as a resource to the community for training, education, and consultation.

The University of St. Thomas Interprofessional Center for Counseling and Legal Services (IPC) is a community-based clinic providing legal, social work, and psychological services to low-income and underinsured individuals in the Twin Cities metro. Established in 2003, 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. Catherine-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 mission is to "advance social justice through service and advocacy with underserved individuals and communities through transformative educational experiences for our students."

The IPC’s three services (Legal Services Clinic, Psychological Services Clinic, and Social Work Clinic) are offered independently, as well as collaborating together 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 community social service agencies, churches, schools, and mental health professionals. Mental health services include individual therapy, group therapy, couples/family therapy, career counseling, psychological testing, and the fully-adherent model of Dialectical Behavior Therapy.  The IPC does not bill clients for services. 

Across all Internship Program settings, training in multiculturalism and diversity is strongly emphasized.  The wide range of training activities and client populations present unique opportunities for experiential learning. Furthermore, both North Memorial health and the University of St. Thomas have a deep 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 Statement on Multiculturalism and Diversity in Training section for a more thorough articulation of our philosophy and practices demonstrating our values.


Internship Program Overview

The NMH-UST Joint Doctoral Psychology Internship Program is not accredited by APA. The Internship Program submitted its APA self-study in July of 2017. A site visit was authorized for the Winter cycle (January-April) after a Preliminary Review of the self-study. Although there are no guarantees regarding the outcome, all efforts are being made by the Internship Program to seek accreditation.

APA Commission on Accreditation (CoA) Contact Information
Questions related to this Internship Program’s accreditation status may be directed to the APA Office of Program Consultation and Accreditation. Other questions about the program should be directed to the Internship Program Training Director ( or Associate Training Director (

Office of Program Consultation and Accreditation
750 First Street NE
Washington, DC 20002-4242


Telephone: (202) 336-5979
TDD/TTY: (202) 336-6123

Training Director
Stephanie Pituc, Ph.D., L.P.
Phone:  (763) 581-6407

Associate Training Director
Patricia Stankovitch, Psy.D., L.P. 
Phone:  (651) 962-4816

The Internship Program prepares its interns to become generalists in the practice of health service psychology, and the primary function of the Internship is training.  There is particular emphasis on evidence-based practice, interdisciplinary collaboration, and multicultural competency. In our training, we foster the attitude that optimal care integrates the best-available scientific evidence, clinical expertise, collaboration, and takes individual and contextual variables into consideration. We train Interns to view psychological intervention in the context of the whole person, including the status of one’s physical health, mental health, chemical health, developmental influences, and cultural variables. In line with the philosophy articulated in our Statement on Multiculturalism and Diversity, we believe it is important to be informed by clients' world views, strengths, resources, community, and acknowledge other individual differences.

Training is developmental in nature, with the beginning of the year placing greater focus on intensive didactic training, social learning, and close supervision. By the end of the training year, the emphasis of training is on mentorship, consultation, and promoting greater autonomous functioning as a member of a multidisciplinary treatment team. In addition to building competence in clinical skills, intern training attends to issues of socialization to the profession of psychology and ongoing professional development.

1) Developmental Training

The primary focus of the internship is developmental training in health service psychology, with an emphasis on generalist training as a foundation for professional competence. Over the course of the year, Interns move from close supervision and intensive instruction to relatively autonomous functioning. The sequence of didactic trainings also reflect this developmental progression. Graduating Interns develop the competency and sense of professional identity commensurate with entry-level positions in health service psychology or post-doctoral fellowships that allow for specialization. Interns are encouraged to maximize their individual training goals. For example, clinical rotations are assigned based upon Interns’ ranked preferences and overall learning goals. Interns are expected to take responsibility for their own learning by identifying individual training goals, self-reflection, self-evaluation, and active participation in the variety of educational opportunities provided. Supervisors and Interns collaborate throughout the year to adjust training plans as needed. Interns are also expected to participate in the continued improvement of the training program itself by providing feedback and evaluation of supervisors and training experiences. Developmental training is relevant to the clinical populations served to ensure that services provided are of high-level quality.

2) Evidence-Based Practice

Training is grounded in evidence-based practice in psychology focusing on the integration of knowledge and skills in scientific and theoretical foundations of psychology, professional practice, scholarly inquiry, and professional identity and development coupled with a commitment to ethical professional behavior and the affirmation of the richness of human differences. Throughout the internship, science and practice are integrated as outlined in APA’s guidelines for evidence-based practice in psychology. Interns are exposed to a variety of evidence-based treatments (for example, adjunctive trainings in prolonged exposure, DBT, and DBT PE), employ interventions grounded in basic and applied science, and review scientific literature as a part of their didactic trainings and supervision. Interns are also encouraged to consult the literature when developing treatment plans and client interventions. The Internship Program strongly promotes attention to the literature on common factors as well, which includes attention to the therapeutic alliance and individual factors. The program furthers Interns’ training and development in competently applying skills in scholarly inquiry, being consumers of scholarly research, and integrating science and practice. Evidence-based practice is critical to ethical and efficacious service to the clinical populations in both Internship locations, as these populations are largely high-risk and/or underserved.

3) Multicultural Competence and Diversity

The Internship Program highly values multicultural competence and diversity, viewing it as an extension of ethical and evidence-based practice. This broad aim is highly relevant to the demographically diverse clinical populations served by both North Memorial Health and the IPC locations. The training program provides interns with ample opportunities to identify and understand individual and cultural differences, which includes service interactions, guest lecturers from the community, didactics, supervision, and consultation. The Program affirms that effective and ethical psychological practice is based upon striving to gain the relevant multicultural knowledge, awareness/sensitivity to, and skills to address the multiple elements that influence a client’s psychological development, including cultural, social, and political factors. The Program provides opportunities through supervision and didactic trainings for Interns to self-reflect, identify and understand their own biases as well as issues of multiple identities, power, oppression, and privilege. Finally, the training community seeks applicants who explicitly express their value of multicultural competence and diversity (see Statement on Multiculturalism and Diversity in Training).

4) Interprofessional Collaboration

The Internship Program focuses on training interns to be effective in interprofessional collaboration. Increasingly, in health care, psychologists work together with professionals from other disciplines such as medicine, nursing, social work, law and master-level counselors. The Program provides multiple training opportunities for Interns to work alongside with, and in consultation to, other professionals. Supervisors and training faculty provide modeling and mentorship as to psychologists’ unique competencies and expertise in multidisciplinary settings. The competencies of interprofessional collaboration are of particular significance to the clinical populations at NMH and IPC, as multidisciplinary teams are intrinsic to the agencies themselves.

In order to successfully complete the program, by the end of the last trimester, Interns must obtain ratings of at least a "5" [Little consultation/supervision needed. Sound critical thinking/judgment evident overall (intern exit/ postdoc entry level)] on the Intern Trimester Evaluation form for all competencies and items. The Internship focuses on nine profession-wide competencies, and each of the broad competencies has items that must be rated at a "5" by the end of the last rating period. 


Statement on Multiculturalism and Diversity in Training

NMH-UST Joint Doctoral Psychology Internship Program

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.

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 non-dominant 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 these 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 2016




Individuals receiving mental health services

N = 4,423

N = 162


Female: 55%
Male: 45%

Female: 59%
Male: 40%
Transgender: 2%


17 and under: 2%
18-24: 11%
25-39: 33%
40-54: 25%
55-64: 17%
65+: 12%

18-44: 68%
45-64: 28%
65+: 4%


Am. Indian/Alaskan Native: 1%
Asian: 2%
Black/African American: 23%
Native Hawaiian/Other Pacific Islander: 1%
Refused/Unknown: 1%

Asian/Asian American: 8%
Black/African American: 19%
Hispanic/Latino: 5%
Native American: 3%
White: 65%


Hispanic or Latino: 3%
Non-Hispanic or Latino: 97%

Not measured

Didactic Training
Didactic trainings and seminarsprovide 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, Assessment Seminar, DBT Consultation, and Supervision of Supervision.  In particular, the Multicultural Seminar is a dedicated hour each week for group supervision and didactic learning on various multicultural topics. 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. As aforementioned, Multicultural Seminar is a weekly training opportunity that combines didactic training, vertical and peer supervision, self-reflection, and case consultation.

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.


APA. (2017). Ethical principles of psychologists and code of conduct. Retrieved from

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: 10.1037/0022-3514.90.5.751

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.

Updated: 10/2017



Date Program Tables are updated: 7/21/17

 Internship Program Admissions

Applicants must meet the following prerequisites to be considered for our 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 which is accredited by a body recognized by the U. S. Secretary of Education or by the Canadian Psychological Association. In addition:

  • Approval for internship status must have been granted by the applicant's graduate program training director
  • The applicant must have completed a minimum of 250 direct contact practicum hours; a total of 1000 or more practicum hours is preferred 

Selection/Interview Procedures 

An Intern Selection Committee, comprised of the Training Director, Associate Training Director, one supervisor from the IPC, and at least one supervisor from NMH evaluates applications.  We seek applicants who have a sound clinical and scientific knowledge base from their academic program, basic skills in standard assessment and intervention technique, appreciation for evidence-based practice, an explicit stated interest in or past experience with cultural diversity, and the personal characteristics necessary to function well in this Internship setting. 

Phase I of the Match 

During Phase I of the Match, only applicants from the University of St. Thomas will be given consideration. Interviews are 30-45 minutes in length. Interviewees have the option of interviewing by Skype if an in-person interview is not feasible. All interviewees are invited to an optional Open House Day. The Selection Committee creates a rank order list of applicants based upon the data gathered during the paper review and the interview process. 

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. 

The program requires that applicants have received a minimum number of hours of the following at time of application: 

Total Direct Contact Intervention Hours


 Financial and Other Benefit Support for Upcoming Training Year 

Annual Stipend for Full-Time Interns

$30,000 per year

Annual Stipend for Half-Time Interns

Not applicable 

Annual Professional Development Funds for Attendance at Workshops and Conferences

Up to $750


Does the program provide access to medical insurance for Interns?


 Time Off 

Days of Annual Paid Personal Time Off

  • Up to 10 vacation days
  • Up to 5 professional development days (i.e., dissertation and/or attending conferences
  • 8 holidays

Annual Sick Leave

No formalized sick leave policy; frequent absences may be addressed with Training Committee; extended periods of illness/injury may require pursuit of official leave of absence

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?

Yes; Negotiated on a case by case basis



(Provide an Aggregated Tally for the Preceding 3 Cohorts)


Total # of Interns who were in the 3 cohorts

N/A; 2017-2018 is inaugural cohort

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

N/A; 2017-2018 is inaugural cohort







Community mental health center



Federally qualified health center



Independent primary care facility/clinic



University counseling center



Veterans Affairs medical center



Military health center



Academic health center



Other medical center or hospital



Pediatric hospital



Academic university/department



Community college or other teaching setting



Independent research institution



Correctional facility



School district/system



Independent practice setting



Not currently employed



Changed to another field














Graduate Institution

Degree Program


First Position Post-Internship

Jenna Etzold

University of St. Thomas


Counseling Psychology


Kunga Norzom

University of St. Thomas


Counseling Psychology



Primary Clinical Rotations and Adjunctive Experiences

Interns complete three rotations throughout the year at NMH while also serving clients at the IPC.  Clinical rotations are assigned based on individualized training goals and clinical needs.  Interns receive training at NMH clinic sites three days/week (Monday, Wednesday, Friday) and at UST’s IPC two days/week (Tuesday, Thursday). 

NMH Clinical Rotations

  • Consultation and Liaison Psychology
  • Inpatient Psychiatry
  • Outpatient Mental Health
  • PHP/IOP: Partial Hospital & Intensive Outpatient Programs

Consultation and Liaison Psychology. Providers in Consultation and Liaison Psychology serve as a bridge between Mental Health and the inpatient interdisciplinary medical and rehabilitation setting within NMH's Level 1 Trauma facility. The Consult Service is a multidisciplinary team that receives referrals throughout the NMH Hospital. Typical presenting concerns include TBI, stroke, amputation, complex medical conditions and polytrauma. Trainee direct service opportunities include: time-limited bedside psychotherapy (including biofeedback), mental health traige, brief assessment, and rapid interdsciplinary consultation

Inpatient Psychiatry. This rotation focuses on interdisciplinary collaboration and consultation regarding individuals on the inpatient psychiatric unit of North Memorial Health Hospital. Presenting concerns range from acute crisis, depression, anxiety, PTSD, psychosis and other serious mental illnesses. Trainee direct service opportunities include: diagnostic assessment, group psychotherapy, time-limited individual psychotherapy, crisis intervention, and personality and mental health symptom assessment.

Outpatient Mental Health and Post-Traumatic Stress Recovery Program. The NMH Mental Health & Addiction Care Clinic is an outpatient facility in which licensed mental health clinicians (LPs, LICSWs, LPCCs/LADCs), outpatient psychiatry providers, and mental health trainees serve customers on an outpatient basis. Licensed psychologists within the clinic have a range of specialties chronic pain, grief and loss, anxiety disorders, co-occurring mental and chemical use disorders, and PTSD. The Post-Traumatic Stress Recovery Program is housed within the outpatient mental health clinic and focuses on the treatment of individuals with acute and chronic trauma-related disorders, as well as education, training, and consultation to other health service professionals and community members on issues related to trauma.  Trainee direct service opportunities include: individual psychotherapy, group psychotherapy, diagnostic assessment, brief personality and mental health symptom assessment, and consultation.

PHP/IOP: Partial Hospital and Intensive Outpatient Programs. PHP/IOP are intensive, highly-structured mental health programs that operate on an outpatient basis from a multidisciplinary team. Individuals in PHP and IOP have mental health symptoms and functional impairment to warrant intensive, structured activities multiple days of the week. There is an emphasis on training and intervention informed by biopsychophysiology, mind-body medicine, and evidence-based care for psychological trauma. Typical presenting concerns include depression, anxiety, PTSD, grief and loss, life transition challenges, co-occurring medical conditions, alcohol and chemical use disorders, eating disorders, and personality disorders. Trainee direct service opportunities may include: group psychotherapy, coping skills training, crisis intervention, treatment planning, brief assessment, and family consultation sessions. 

Training in Clinical Supervision
The year-long supervision training experience at the IPC provides an opportunity for interns to develop competence in supervising developing mental health professionals. Interns will attend a weekly Supervision of Supervision seminar during which time they will focus on didactic topics such as building effective supervision relationships, evaluating counseling skills development, and providing appropriate feedback. To gain practical experience, each intern is assigned a Master of Arts counseling practicum student to whom the intern will provide weekly clinical supervision.  The intern will regularly view videos of the supervisee’s work with clients and provide feedback to the supervisee on counseling skills, ethical issues, and other specific questions that the supervisee may have. Interns will have an opportunity to address challenges with supervision in the weekly Supervision of Supervision seminar, which is a vertical supervision experience. The Intern’s supervisor at the IPC bears the ultimate responsibility as the provider on record for the services rendered by the MA-practicum student; case notes are co-signed both by the supervising Intern and the Intern's supervisor.


Throughout the year and concurrent with clinical rotations, adjunctive training experiences will supplement the generalist professional psychology competencies addressed within the primary clinical rotations. There will be special emphasis on evidence-based practice and empirically supported treatments. Learning modalities include didactic learning, direct clinical experience, and individual and/or group supervision specific to that competency.

Dialectical Behavior Therapy. Dialectical Behavior Therapy (DBT) is an empirically-supported treatment for Borderline Personality Disorder and also presents with evidence for applicability for other presenting concerns. The IPC location provides the full DBT model to its clients, adherent to Dr. Marsha Linehan’s empirically-supported treatment model of DBT. Each DBT client receives the following services: (1) a 1-hour, weekly individual therapy session, (2) 2 hours of weekly skills training, and (3) telephone coaching as needed. Each DBT provider attends a 1-2 hour, weekly consultation team meeting. Following many of these team meetings, formalized, ongoing training is provided throughout the year in DBT treatment strategies and protocol components. It is not unusual for DBT clients to be obtaining ancillary treatments outside of the IPC (for example, psychiatry) and interns consult with, and maintain a relationship with, ancillary providers as needed to assure high-quality care for these clients.  The DBT adjunctive rotation is a required, year-long rotation, which takes place at the IPC. 

Trauma-Informed Care. Throughout the year, Interns receive training in providing "trauma-informed care," which includes didactics and clinical training experiences focused on treating psychologicial traumatic stress. Specific adjunctive training opportunities include empirically-supported treatment protocols and other evidence-based interventions. In any given internship year, specific trauma-informed care training that is provided will depend upon the interest of the interns and availability of adjunctive supervision within the specific modalities provided. Opportunities include: Prolonged Exposure Therapy for PTSD; Dialectical Behavior Therapy-Prolonged Exposure treatment; intensive outpatient programs (e.g., PTSD-focused IOP); group-based interventions (e.g., Essential Skills for PTSD); and trauma assessment. 

 Prolonged Exposure for PTSD

Prolonged Exposure Therapy for PTSD (PE) is a manualized behavioral therapy intervention that involves repeated exposures to trauma-related thoughts, feelings, and situations in order to extinguish posttraumatic symptoms as a response. PE is a robustly supported intervention for the treatment of posttraumatic stress disorder and was designated by APA’s Division 12 as an Empirically Supported Treatment (EST) for PTSD.

 Dialectical Behavior Therapy Prolonged Exposure (DBT PE)

DBT PE has its foundation in the manualized Prolonged Exposure for PTSD (PE) intervention. Since many DBT clients have significant trauma histories, the UST Interprofessional Center trains in the combined therapy of DBT PE. Similarly to standard PE, the basic components of imaginal and in vivo exposure are also a part of DBT PE.  However, given unique complexities that are often seen in clients who have diagnoses of Borderline Personality Disorder, there are modifications to the way in which the processing of exposure occurs as well as handouts and worksheets developed to assist DBT clients in getting the most benefit out of the treatment as possible.  Interns first gain experience in the foundations of PE at North Memorial during the first half of the internship.  During the second half of the year, interns have an opportunity to provide DBT PE services at the Interprofessional Center after they have a foundation in providing standard prolonged exposure treatment and in providing standard DBT skills training and therapeutic interventions – many of which are incorporated into DBT PE treatment.

 Intensive Programming

For clients who would benefit from more intensive support and intervention, intensive programming (i.e., PHP or IOP)_is offered. PHP and IOP offerings are based in trauma-informed theory and intervention, with a specific focus on education, social support, and coping skills related to the biopsychophysiology of psychological trauma. In January 2018, NMH will also launch a PTSD-focused IOP specifically for individuals who have a primary diagnosis of PTSD.

 Group-Based Interventions

Weekly outpatient mental health groups are offered in the Outpatient Clinic for individuals carrying a primary diagnosis of PTSD. In the past, these have included Essential Skills for PTSD (psychoeducation and coping skills group) and a Women Survivors group.

 Trauma Assessment

Integrated into all rotations, Interns develop competency in evidence-based assessment of psychological trauma, PTSD, and Dissociative Disorders. Interns gain experience in understanding and effectively utilizing validated measures and diagnostic interviewing to assess the impact of past traumatic experience on current functioning and appropriate treatment recommendations for the individual client’s needs, supportive resources, and recovery.

 Didactic and Consultation Opportunities

Throughout the year, Interns receive training on the conceptualization and treatment of psychological trauma as part of regularly scheduled seminars, guest speakers, and readings. Consultation is also available throughout the year from fellow clinicians on staff who have advanced training and experience in working with individuals recovering from acute stressors, posttraumatic stress disorder, and/or dissociative disorders.



Didactic Seminars 

Throughout the training year, there will be multiple weekly or bi-weekly didactic seminars. Interns receive intensive didactic training in specific interventions such as Dialectical Behavior Therapy and in providing supervision. Additional didactic trainings will address other clinical competencies, miscellaneous issues of clinical practice, multicultural competence and development, and other topics related to professional development. 

Supervision and Evaluation

Interns will receive 1 hour of face-to-face, individual supervision for every 20 hours worked of the internship. Each week, interns will receive a minimum of two hours of individual, face-to-face supervision and two hours of group supervision with a Licensed Psychologist as outlined below:

  • 1 hour face-to-face, individual supervision with primary supervisor at NMH, changing with each clinical rotation
  • 1 hour of face-to-face, individual supervision at the IPC regarding the intern’s DBT, DBT PE, and supervision work
  • 1 hour of group supervision in the form of weekly Supervision of Supervision
  • 1 hour of group supervision in the form of weekly Multicultural Seminar

Over and above these required hours, supervisors have an "open door policy," and Interns may receive additional supervision as needed. Additional consultation and supervision is provided as part of the adjunctive training experiences in DBT, PE, and DBT PE.




Efrat Eichenbaum, Ph.D., LP


Consultation & Liaison 

Psychology; Inpatient Psychiatry

Ashley Gulden, Psy.D., LP



Jessica Kaster, Ph.D., LP


Primary Care-Behavioral Health

Benjamin Lexau, Psy.D., LP


Outpatient Mental Health

Jessica Ostendorf, Psy.D., LP


Emergency Behavioral Medicine

Stephanie Pituc, Ph.D., LP


Director of Training; PHP/IOP; Multicultural Seminar

Megan Plumstead, Psy.D., LP



Patricia Stankovitch, Psy.D., LP


Associate Director of Training;

DBT/DBT PE; Supervision of


Worawan Turner, Psy.D., LP


DBT; Supervision of Supervision

Ryan van Wyk, Psy.D., LP


Outpatient Mental Health




Brad deLong., MPS, LADC, LPCC


Prolonged Exposure; Outpatient Mental Health

Katherine Fabrizio, Ph.D., LP


Assessment Seminar

Kurt Gehlert, Ph.D., LP


Back-up Supervision at IPC

Christopher Mertz, Psy.D., LP


Assessment Seminar




Margaret Gavian, Ph.D., LP



Stephanie Hooker, Ph.D., LP


Didactics; University of

Minnesota Broadway Family

Medicine Residency Program

Brian Johns, MD


Medical Director of Mental Health &

Addiction Care; Didactics,


Michelle Sherman, Ph.D., LP


Didactics; University of

Minnesota Broadway Family

Medicine Residency Program

Erin Tansey, MD


Didactics, Psychiatry

Standardized evaluations will be completed at the end of each trimester rotation, one by each supervisor who provided supervision during that respective trimester. Twice per year, a separate evaluation is completed by the supervisors of adjunctive experiences. At least two times per year, formal evaluations and general feedback will be shared with the intern’s doctoral program. 

Consistent with APA requirements, we have identified minimum levels of achievement as outlined below:

   To maintain good standing in the program, Interns must:  

  • For the first and second training trimester, obtain ratings of at least a “2” {Regular supervision required on most straightforward cases; consultation only on less challenging cases (mid-practicum level} for all competencies on the Trimester Evaluations and the Adjunctive Training Experience Evaluation forms. 
  • Not be found to have engaged in any significant unethical or unprofessional behavior.

   To successfully complete the program, Interns must:

  • By the end of the last training period, obtain ratings of at least a “5” {Little consultation/supervision needed. Sound clinical judgment regularly demonstrated (intern exit/postdoc entry level); readiness for practice} for all items of all competencies on the Trimester Evaluation and the Adjunctive Training Experience Evaluation forms. 
  • Not be found to have engaged in any significant unethical or unprofessional behavior.

Training Term, Stipend, Professional Development, and Time Off

The NMH-UST internship is designed to be a one-year, full-time, 2,000-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 with APPIC and APA standards, successful completion of internship requirements must take place in no less than one calendar year and no more than two calendar years.  APPIC guidelines, which provide parameters for the internship experience, specify that interns must complete at least 25% of time in direct service during the internship year (i.e., a minimum of 500 hours for a 2000-hour internship). Direct-service contact hours include individual counseling, couples/family counseling, group counseling, psycho-educational presentations to groups, consultation of a psychological nature, face-to-face administration of psychological assessments, and face-to-face supervision of a supervisee.

The Internship Program is primarily designed to meet the training needs of doctoral students rather than the provisions of services for each organization. Interns are not considered employees of NMH or UST. To provide financial support to interns during the training, the internship offers an annual stipend/scholarship of $30,000. University of St. Thomas Interns are required to register for 3 credits of tuition. The stipend is intended to help offset the cost of this tuition and provide extra funds to allow the Intern to purchase health insurance should that be needed since health benefits are not available through the Internship Program. The stipend/scholarship is disbursed in one lump sum each term as follows: $12,000 in Fall semester/J-Term, $9,000 in Spring semester, and $9,000 in Summer as long as the Intern is registered for the term.

NOTE:  This paragraph applies only to interns who are University of St. Thomas students.  Interns who match through Phase II of the Match would not be University of St. Thomas students and therefore there would be no tuition or fees to which the Business Office would first apply the stipend/scholarship monies. The UST Business Office will first apply these funds to any tuition and fees on the Intern's student account and, following that, will distribute the remaining funds through an eRefund account which the Intern must set up in advance of such distribution. The UST Business Office can assist Interns if they do not already have an eRefund account set up. 

Since the stiped is a scholarship, there is a possibility that it may have implications for other financial aid for which an Intern may choose to apply during the internship year. Typically, if an Intern is enrolled in at least 3 credits for a term, they are eligible to be considered for federal student loans and any previos federal student loan would stay in "in-school loan deferment" status during the year. If a student is enrolled in less than 3 credits, the likely have an option of applying for a private education loan, if desired. There is no guarantee of federal financial aid or private educational loans being received. The Intern would have to apply like any other student. There are many components that the lending institutions take into consideration when considering eligibility. Questions about financial aid should be addressed to the University of St. Thomas Financial Aid Office at or to the intern's home university program, if the intern is not a University of St. Thomas student. 

In addition to the stipend/scholarship, the internship provides up to $750 in professional development funds. These funds are intended to cover attendance at workshops and conferences.

Scheduling will be coordinated such that Interns will receive 8 holidays and may take 10 days off for vacation time and 5 days for professional development (i.e., dissertation or attending conferences). Additionally, there are a limited number of days in which the IPC does not provide service due to observance of the University of St. Thomas academic calendar (e.g., Christmas Break, Easter Break). Interns will 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. On regularly scheduled NMH rotation days during these periods, interns are expected to work as usual. Interns will also follow an informal sick leave policy; frequent absences due to sickness 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.

Internship Application and Selection Procedures

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 practicum hours total are preferred. Applicants must also be deemed eligible for Internship by their doctoral program.

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 or by contacting National Matching Service at 416-977-3431 (Toronto, Ontario, Canada).

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 selection proceeds to Phase II of the Match applicants meeting the minimum requirements outlined above may apply and be ranked.

An Intern Selection Committee, comprised of the Training Director, Associate Training Director, one supervisor from the IPC, and at least one supervisor from NMH reviews internship applications. All applicants will be notified by November 21 as to whether or not they will be offered an interview.  Only qualified UST candidates will be eligible and ranked in Phase I.  There is no guarantee that all positions will be filled by UST students,and in such case, during Phase II of the Match we will accept and rank applications from external candidates. 

To complete the application process for the NMH-UST Internship, application materials must be submitted no later than November 1 at 11:59 PM through the APPIC Portal. Our Program Code is: 242911.

Applicants who have been selected for an interview will be notified on or before November 21 and offered a 30-45-minute interview in December. At the time that the interview is scheduled, information about exact location and parking will be provided. If the interviewee is unable to attend an in-person interview, interviews may be conducted by Skype or telephone. Interviewees will also be invited to an optional Open House.

Rank order lists, for both internship sites and applicants, are due to the National Matching Service by February 7, 2018. The NMH-UST Internship Program Code is 242911.

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, 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.