Doctoral internship in health service psychology

The full-time internship at NAU CS is dedicated to the training and development of emerging Health Service Psychologists.  A primary responsibility of CS interns is the provision of mental health services to NAU undergraduate and graduate students via brief individual, couples, and support groups.  The internship also includes opportunities for providing daytime crisis services.  CS internship duties fall into three categories:  direct services, support activities, and training activities.

Direct services include brief intake assessments, crisis coverage, ongoing individual and couples counseling, group therapy, supervision of trainees from the MA in Clinical Mental Health Program or the NAU’s Educational Psychology program, clinical consultation and outreach presentations.

Support Activities include clinical planning and documentation, outreach planning and representation, and organizational consultation.

Training Activities include clinical supervision, attendance and participation in 3 hours of weekly didactic seminars, supervision of MA interns and/or Doctoral practicum students, attendance at Case and Psychiatric consultation meetings and professional development opportunities (e.g., online continuing education, attending local and state conferences).

Application deadline: Saturday November 3rd, 2024 @ 11:59pm

NAU’s Counseling Services Doctoral Internship training program utilizes the uniform psychology internship application (AAPI) developed by APPIC.  We also participate in the computer matching process through the National Matching Services (NMS) for the selection of our interns.  Individuals interested in submitting applications to our training program must use our program code (#1107) when applying.  We abide by all timelines, rules, and guidelines established by APPIC and NMS.

Interested applicants must submit the following application materials:

• an APPIC application, which should include:
  • a cover letter describing the applicant’s interest in the training site and how a Doctoral Internship at NAU would fit with your qualifications and career goals
  • updated curriculum vita
  • official doctoral program transcripts, and
  • three letters of recommendation, at least two of which are from recent supervisors who can speak to your clinical work and ethical practice.

Candidates whose applications are reviewed positively by the Selection Committee will be offered a Zoom interview. In accordance with APPIC and NMS, our final rank order list will be finalized subsequent to the completion of all interviews. The final rank order list will then be submitted to NMS in mid February per APPIC deadlines.

Additional information about application procedures should be discussed with the Training Coordinator of NAU Counseling Services, Dr. Chris Margeson.  Dr. Margeson can be reached at 928-523-2261 or by email at christopher.margeson@nau.edu.

The mailing address for NAU CS is:

PO Box 6045,
Northern Arizona University,
Flagstaff, AZ 86011.

***Per Arizona Revised Statues regarding safety/security sensitive positions, NAU offers of employment are contingent upon favorable results in a criminal background and employment history investigation, degree verification, and fingerprinting check.

***Additionally, as an employer in the state of Arizona, NAU is required to participate in the federal E-Verify program that assists employers with verifying new employees’ right to work in the United States.

• (40 hrs/week)
• Direct Counseling Services: (19-20 hrs/wk)
• 4.0-6.0 hrs/wk: Screening Time shift (Initial Assessment, Crisis, Triage, Consultation)
• 7.0-11.5 hrs/wk: Individual Counseling, Brief Assessments, Couples
• 1.0 hr/wk: Outreach (where appropriate)
• 1.0 hr/wk: Supervision of MA Intern/Doc Prac Student (when applicable)
• 8.0 hrs/wk Counseling Training Activities
• 4.0 hrs/wk: Supervision (Primary, Secondary, and group)
• 2.0 hrs.wk: Didactic training seminars
• 1.0 hrs/wk: Rotating/Professional Seminars (Diversity, Supervision of Supervision, Assessment)
• Counseling Support Activities: (9.0 hrs/wk)
• 1.0 hr/wk: Departmental/Administrative Staff and CHS meetings
• 2.0 hrs/wk: Professional Development
• 8.0-9.0 hrs/wk: Paperwork/Planning/Notes (clinical planning, documentation, outreach/organizational consultations, professional reading/research, program evaluation)

*Please note that this schedule is subject to change based on availability of all training opportunities, the ebb and flow of the university calendar, as well as the intern’s management of hours, paperwork, and other related responsibilities associated with their position as trainee.

The stipend available for each doctoral internship position is $37,584 per position per year.  Benefits include those associated with full-time, benefit-eligible employees at NAU.  These benefits include health/dental/vision insurance, vacation/sick leave, and paid university holidays.

More detailed information about the Doctoral Psychology Internship in Health Service Psychology at NAU CS, including expectations, evaluations, and additional policies and procedures can be found in our Training Manual.

Campus Health Services (CHS) is a department in NAU’s division of Student Affairs (SA).  CHS encompasses three important units: Counseling Services, Health Promotion, and Medical Services consisting of x-ray, full-service lab, and pharmacy.  The CHS Mission Statement, “To provide quality integrated care, support, and programs that facilitate a healthy successful and inclusive campus community and academic experience,” is the foundation of the work we do within our integrated health care system.

Counseling Services (CS) works to enhance the psychological growth, emotional well-being, and learning potential of Northern Arizona University students. CS accomplishes this aim by providing short-term psychological counseling, mental health and substance-abuse educational programming/outreach to the NAU campus and community.  CS also provides consultation to parents, staff, faculty, administration, and concerned others.  Additionally, Counseling Services is committed to the training and development of future professionals.  We achieve this by offering advanced training in the provision of health service psychology in an integrated university health care system to both doctoral and master’s level students from counseling and psychology graduate programs.

Development of Training Program: Philosophy and Principles

NAU CS holds the following principles as they relate to the development and administration of the training program.

• We strive to develop a doctoral internship training program that is consistent, predictable, transparent, flexible, and simple.
• We strive to create and maintain a training program of the highest quality.  Consequently, our program has been developed in accordance with best practices and guidance offered by APA’s Standards on Accreditation.  We aspire to excellence, particularly with regard to supervision and to training clinically competent and ethical trainees. We want our program to be challenging and to be able to offer experiences that are unique to NAU CS.
• We value the diversity in each of our trainees and staff members.  We strive to integrate diversity awareness and skill building into every aspect of the training experience.
• We strive to deliver training that provides adequate breadth, in order to graduate strong generalists in the provision of health service psychology, who would function well in a university counseling center, as well as in other sites.  We also strive to deliver training that provides adequate depth, in order to provide graduates with specialized skill sets in a chosen domain.

Northern Arizona University (NAU) opened its doors in 1899 with 23 students, one professor, and two copies of Webster’s International Dictionary bound in sheepskin. The first president scoured the countryside in horse and buggy seeking students to fill the classrooms of the single school building (now known as Old Main).  Since those humble beginnings, the university has continued to grow, undergoing several name changes in accordance with expansions, added degree programs, and achieving university status. As of Fall 2023 the students on NAU’s Flagstaff campus number more than 23,000, with more than 8,000 of those living on campus. NAU now offers more than 150 undergraduate and graduate degree programs, distinguished by nationally ranked programs, its high research status, its emergence as a leader in sustainability, science, business, green building, and cultural arts.

The following principles underlie the training of Doctoral Psychology Interns at NAU CS:

• The competent practice of health service psychology entails the development of advanced skills and experience in a broad range of profession-wide competencies.
• Competent practice must involve modification, collaboration, and adaptation, within different groups, to meet individual and culturally diverse needs.
• Psychological practice is based on the science of psychology.
• The emergence of a professional psychologist is the culmination of a developmental process which begins prior to internship training and which extends beyond the completion of the internship.
• Psychologists should exhibit a high degree of professionalism.

*These principles form the basis for the practice of psychology by the staff of our center and thereby the training philosophy maintains consistency with the mission, goals, and culture of the sponsor institution.

NAU’s Counseling Services embraces the training of emerging Health Service Psychologists as a core value of the center.  As such, training during internship is rooted in the “Practitioner-Scholar” model and values the integration of science and scholarly knowledge in the practical application of psychology. Training is regarded as a cornerstone of our service delivery system as well as an opportunity for us to give back to the profession via fulfilling generativity needs.  We feel this is reflected in our staff’s commitment to training and mentoring interns in up-to-date, empirically supported research and theory, which in turn contributes to the ongoing professional development and continuing education of senior staff in best ethical and clinical practice.  This dedication to training also resonates down to our trainees in that the emphasis on fostering their professional identities comes first and foremost above clinical demand and service.

While the balance between learning opportunities and clinical work ebbs and flows during the academic year, graduated and structured training opportunities are integrated into the work week to ensure that trainees get a rich and dynamic training experience that meets their personal and professional needs.  As a means of safeguarding trainees’ professional development and training, interns, supervisors, and administrative staff work in concert to clearly identify developmentally appropriate training goals and objectives in keeping with the center’s mission, all the while tracking the interns’ progress throughout the year.  Supervision is one method of gatekeeping in which interns work individually with primary and secondary supervisors to ensure their training needs and goals are being met.  Additionally, training opportunities in outreach, consultation, behavioral health, multicultural competence, and case conceptualization exist in multiple realms, thereby challenging professional staff and interns and promoting a sense of collegial respect and growth.

Our training program also includes ongoing occasions where interns are encouraged to participate in APA approved continuing education programs and trainings.  None of these training experiences are superseded by the clinical demand of the center and are considered an integral element of NAU’s CS mission to train ethical, skilled, and multiculturally competent Health Service Psychologists.

NAU Counseling Services is dedicated to the exploration and understanding of the impact of diversity and sociocultural influences on the mental health concerns of NAU students.  This is reflected in our multidisciplinary staff’s commitment to continuously enhancing our self-awareness of multiculturalism and the role it plays in our clinical work, outreach, advocacy, crisis response, and campus-wide support.  Additionally, we pride ourselves on being knowledgeable in our response to the complex and varied impact that diversity has across multiple micro and macro levels including cultural, societal, familial, and individual.  We feel that this constant pursuit of enhanced multicultural competence is reflected not only in the center’s mission but in our training program as well.  Interns are encouraged to engage in self-reflection and assessment throughout their year-long training, exploring beliefs, attitudes, biases, and skills that may contribute to their personal and professional development.  While the NAU CS internship training program operates in a manner consistent with the APA’s Ethical Standard 7.04 (Student Disclosure of Personal Information, 2002), we also believe in the vital self-understanding that results when interns challenge themselves to consider those issues that are personal in nature and blend into their clinical work.

As a means of fostering diversity, NAU CS commits to ongoing development of diversity training for staff.  In turn, staff weave this emphasis into all facets of training including individual supervision, secondary supervision, staff meetings, and training seminars. Ongoing didactic trainings throughout the year are devoted to multicultural topics and dialogs, thereby enhancing interns’ multicultural competence through discussion and reflection on their belief systems and backgrounds. Additionally, NAU CS staff integrate diversity-focused research and evidence-based treatment approaches into our didactic training seminars.

Interns are also encouraged to be intentional about the intersection of diversity with their clinical work by seeking out multicultural clients with whom they have little experience, processing their reactions and feelings related to research and trainings with their fellow interns, and proactively volunteering for outreach opportunities that will expand their knowledge-base and awareness about certain diverse populations.  Training seminars are designed as graduated and developmentally consider each intern’s readiness, willingness, and experience in the area of multicultural competence.  This promotes thoughtful opportunities to expose them to increasingly complex concepts and literature with the intention of nurturing a more dynamic and rich understanding of cultural and individual multiculturalism.  Furthermore, over the course of the training year, interns are expected to demonstrate their increased awareness and understanding in multiple venues including supervision, case consultation meetings, and formal case presentations.  Consequently, interns are evaluated on their ability to incorporate CS values of inclusivity and respect into their clinical work, collegial relationships, and professional identities.

Aim: NAU CS’s Doctoral Internship in Health Service Psychology prepares doctoral interns in clinical and counseling psychology to be entry-level Health Service Psychologists through a year-long internship at a university counseling center.  We facilitate the development of entry-level competency by adhering to the profession-wide competencies identified by APA in their Standards of Accreditation (2015).  Below are the competencies and elements used to assess intern competency during their time on internship, with expected levels of advanced competency attained by the end of the internship training year:

• Professional values, attitudes, and behaviors
• Individual and cultural diversity
• Ethical and legal standards
• Research
• Assessment
• Intervention
• Supervision
• Consultation and interprofessional/interdisciplinary skills

The following competencies reflect both program-wide and program specific areas of training with expected levels of advanced competency following the internship training year.

To learn more about our training program please read through our current NAU CS Training Manual.

• Conducts self in a professional manner across settings and situations and behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
• Independently accepts personal responsibility across settings and contexts.
• Responsibly completes commitments.
• Responsibly attends, prepares for, and participates in training activities.
• Takes ownership of professional development and actively engages in activities that maintain and improve professional performance, well-being, and effectiveness.
• Displays growing consolidation of professional identity as a psychologist.

• Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, supervision, outreach and consultation.
• Seeks understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Demonstrates knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and direct service.
• Exhibits ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles.
• Independently seeks out research and information regarding best practices when working with diverse clients.
• Shows understanding and ability to work with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Consults or seeks out resources to further knowledge when presented with a diversity concern with which intern has little knowledge or experience. Additionally, demonstrates skill with applying a framework for effectively working with areas of individual and cultural diversity not previously encountered.
• Responds professionally to increasingly complex situations with a greater degree of independence as they progress across levels of training.

• Demonstrates advanced knowledge and acts in accordance with the current version of the APA Ethical Principles of Psychologists and Code of Conduct.
• Abides by relevant laws, regulations, rules, and policies governing health service psychology at the agency, organizational, local, state, regional, and federal levels.
• Independently recognizes ethical dilemmas as they arise and utilizes an ethical decision-making model to ensure ethical resolution.
• Distinguishes between personal and client/supervisee needs and maintains professional relationships and boundaries.
• Self-identifies personal distress and seeks resources for healthy functioning during times of personal distress, particularly as it relates to clinical work, relationships with supervisee, and overall professional behavior.
• Independently integrates ethical and legal standards with all areas of practice and conducts self in an ethical manner in all professional activities.

• Demonstrates reflectivity regarding one’s personal and professional functioning; utilizes reflection to facilitate change; uses self as a therapeutic tool.
• Accurately self-assesses competence in all domains and has extended plan to enhance knowledge/skills.
• Self-monitors issues related to self-care and promptly consults and intervenes when disruptions occur.
• Develops and maintains effective relationships with a wide range of clients, colleagues, supervisors, supervisees, campus organizations, community providers and supports.
• Possesses advanced interpersonal communication skills.
• Verbal, nonverbal, and written communications are informative, articulate, succinct, sophisticated, and well-integrated; demonstrates thorough grasp of clinical language and concepts.
• Demonstrates affect tolerance in professional relationships, contexts and settings, even in complex, challenging, ambiguous and/or novel situations.
• Demonstrates appropriate and effective boundary management.
• Monitors and evaluates the effects of own identities, behaviors, affects, attitudes, values, and beliefs on others in professional situations and contexts, and responds accordingly so as to further professional goals, including positive working relationships.
• Collaborates with supervisor to set appropriate goals for supervision and to work to achieve goals.
• Prepares adequately for supervisory sessions.
• Accepts responsibility for learning; initiates learning.
• Willing to self-disclose and/or explore personal issues which affect counseling process.
• Aware of how his/her and supervisor’s cultural background and social identities affect supervision.
• Actively seeks out feedback/supervision and demonstrates openness and responsiveness without defensiveness.  Willing to reflect on feedback and makes a concerted effort to implement feedback into clinical work and collegial relationships in a professional way.
• Appropriately independent and self-reliant, while aware of situations in which one should seek consultation or supervision.
• Demonstrates effective interpersonal skills and the ability to manage difficult communication with fellow staff, supervisors, and clients well.
• Participates effectively with supervisors in evaluation of own performance.
• Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

• Establishes and maintains effective relationships with the recipients of psychological service.
• Independently develops individual case conceptualization for clients and plans interventions specific to the service-delivery goals.
• Demonstrates ability to implement interventions consistent with current scientific literature, assessment findings, diversity characteristics, and contextual variables.
• Displays effective clinical skills with a wide variety of clients and uses good judgment even in unexpected or difficult situations.
• At the beginning of session, explains clearly the limits of confidentiality; accurately discusses recording/video consent and role as a supervisee; defines the basic structure and boundaries of the services to be provided.
• Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated.
• Demonstrates a thorough grasp of professional and clinical language and concepts.
• Modifies and adapts evidence-based approaches and intervention goals effectively when necessary and in keeping with the goals of service.
• Demonstrates the core conditions of therapy such as basic attending and listening skills, establishing and maintaining trust and rapport, and communicating a non-judgmental attitude and accurate empathy.
• At the beginning of session, explains clearly the limits of confidentiality; accurately discusses recording/video consent and role as supervisee; defines the basic boundaries of the services to be provided.
• Accurately assesses presenting need of client and adapts session foci to reflect stated and implicit needs
• Takes relevant history and identifies factors contributing to client’s current difficulties (e.g., cultural, biological, development, substance use, trauma symptoms, suicidal/homicidal ideation, environmental) and does so in a systematic way to inform clinical decision making.
• Accurately assess the acuity, severity, and complexity of client concerns.
• Consistently reviews results of CCAPS with clients and addresses increases and decreases in symptom report as well as inconsistencies between screener results and client presentation.
• Makes appropriate case disposition plans including referrals to community providers and organizations when ethically or clinically warranted.
• Ability to formulate and apply diagnoses; to understand the strengths and limitations of current diagnostic approaches.
• Ability to formulate (theoretically) and conceptualize (theoretically) cases based on the initial assessment.
• Arrives at a culturally sensitive and appropriate treatment plan for clients based on the conceptualization and information gathered during the initial assessment.
• Is able to gather information in a manner that builds trust and a relationship with client.
• Bases interventions on relevant goals, objectives, and/or treatment plans.
• Implements interventions with fidelity to empirical models, best practices, and flexibility to adapt where appropriate.
• Integrates knowledge of psychological theory and practice in applying interventions.
• Relates interventions to treatment phase (beginning, middle, termination).
• Makes culturally congruent interventions.
• Relates interventions to treatment parameters.
• Takes appropriate action and advocates on behalf of clients when necessary.
• Makes appropriate use of self-disclosure.
• Effectively utilizes silence in therapy.
• Develops and implements treatment plans.
• Recognizes and appropriately addresses significant issues that are affecting clients outside of those which are presented.
• Independently evaluates treatment process and consults with supervisor to modify as indicated.
• Facilitates a mindful termination

• Independently recognizes risk and resiliency factors in client.
• Inquires directly, thoroughly, and therapeutically about risk and resiliency factors.
• Accurately assesses client and other welfare; responds appropriately.
• Appropriately utilizes third parties to promote recovery and safety.
• Immediately, thoroughly, and accurately documents emergency/crisis related notes.
• Alerts supervisor or other clinical staff in a timely manner when client safety issues arise.
• Follows up with clients with risk factors

• Understands models and theories of group therapy and is able to articulate and utilize model appropriate to group dynamics.
• Independently develops individual and group case conceptualization and plans interventions consistent with conceptualization.
• Implements interventions with fidelity to empirical models and flexibility to adapt where appropriate.
• At the beginning of session, explains clearly the limits of confidentiality; accurately discusses recording/video consent and role of supervisee (if applicable); defines the basic structure and boundaries of the services to be provided.
• Recognizes client readiness for group counseling, uses appropriate selection criteria, and successfully refers clients to group counseling.
• Demonstrates ability to independently and effectively conduct group orientation sessions.
• Prepares adequately for group session.
• Facilitates establishment of group norms, boundaries, and safety.
• Provides feedback to group members that is descriptive and non-judgmental and helps build universality and focus on group process.
• Explores and reflects feelings to group and individual members.
• Is sensitive to issues of diversity in group process and interventions.
• Uses individual interventions in a manner sensitive to group context.
• Demonstrates the core conditions of therapy such as basic attending and listening skills, establishing and maintaining trust and rapport, and communicating a non-judgmental attitude and accurate empathy.
• Relates interventions to treatment phase (beginning, middle, termination).
• Tailors interventions to specific needs of group.
• Effectively uses interventions consistent with group model and theory.
• When applicable, works effectively and cooperatively as a group co-leader, including demonstrating an awareness of co-leader dynamics.
• Prepares members for group ending or transitions.
• Facilitates expression of termination-related affect.
• Assists members in consolidating and integrating gains.
• Helps members plan for additional treatment as needed.

• Demonstrates the substantially independent knowledge and ability to critically evaluate and formulate research and other scholarly activities at the local, regional, or national level.
• Conducts research or other scholarly activities to enhance knowledge base and to aid in their clinical treatment; this activity is sufficiently encouraged and tracked by the intern’s supervisors.
• Utilizes empirically-based treatment approaches, informed by scholarly readings and/or research articles and is able to evaluate the effectiveness of these approaches.
• Utilizes contemporary research and scientific findings to enhance their individual understanding of multiculturalism and its intersection with treatment.

• Independently selects and implements multiple methods and means of evaluation that draw from the best available empirical literature and that reflect the science of measurement and psychometrics.
• Selection of assessment measures are responsive to and respectful of unique needs and contexts of clients with particular emphasis on the intersection of diverse identities with goals of evaluation.
• Collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as consideration of relevant diversity characteristics of the service recipient.
• Independently understands the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning.
• Independently selects and administers a variety of assessment tools and integrates results to accurately evaluate presenting question appropriate to the practice site and broad area of practice.
• Administers/scores tests in accordance with standardized guidelines.
• Interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while maintain awareness of guarding against decision-making biases, distinguishing elements of the assessment that are subjective from those that are objective.
• Communicates results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner.
• Documents results and provides feedback that reflect accurate interpretations of test results.
• Documents and provides feedback in a timely manner.
• Demonstrates ability to conceptualize from different theoretical orientations in both documentation and feedback sessions.
• Integrates relevant cultural data/implications into interpretation, documentation, and feedback.

• Understands the ethical, legal, and contextual issues embedded in the role of supervisor.
• Demonstrates knowledge of various supervision models or theories.
• Demonstrates knowledge of limits of competence to supervise.
• Demonstrates knowledge of diversity issues in supervision.
• Is able to identify with a model of supervision that is consistent with intern’s developmental level and professional identity.
• Provides supervision in a manner that is consistent with legal and ethical guidelines and appropriately manages potential ethical situations between themselves and trainees.
• Integrates models of supervision into their work with trainees.
• Applies knowledge in direct or simulated practice with psychology trainees including role plays and peer supervision.
• Assists trainees in exploration of their own theoretical orientation and is able to supervise from a variety of theoretical orientations.
• Engages in professional reflection about one’s clinical relationships with supervisees, as well as supervisees’ relationships with their clients.
• Establishes appropriate frame of supervision with supervisee early in the relationship.
• Independently manages the administrative tasks of supervision.
• Adjusts to the evolving and developmental needs of the supervisee over time, demonstrating their own growing sophistication in the supervision process.
• Monitors the ethical and professional behavior of supervisees; provides feedback and opportunities for exploration of issues when relevant.
• Assists trainees in incorporating multicultural research, knowledge, and perspectives into their supervision.
• Accurately assesses supervisees’ needs and manages supervision time to meet them.
• Delivers feedback in a way that is digestible for the supervisee.

• Aware of the models, research, and theory based literature related to the implementation of proactive developmental/preventative outreach programming.
• Independently designs, implements, and evaluates outreach programs.
• Demonstrates skill in facilitating group discussion and student/staff engagement in outreach presentations or workshops.
• Plans outreach events based on assessment of community needs.
• Demonstrates skill in working both independently and as a member of a cooperative team in the provision of outreach services and assumes a leadership role, as developmentally appropriate.
• Demonstrates skill in incorporating sensitivity and knowledge of diversity issues into the provision of outreach services.
• Demonstrates awareness of ethical considerations involved in the provision of outreach services and incorporates this knowledge into their work.
• Demonstrates knowledge and respect for the roles and perspective of other professions.
• Aware of the models, research, and theory based literature related to the implementation of proactive developmental/preventative consultation services.
• Applies knowledge in direct or simulated consultation with individuals, other health professionals, interprofessional groups, family members, concerned students, and staff/faculty.
• Independently designs, implements, and evaluates consultation services.
• Demonstrates skill in working both independently and as a member of a cooperative team in the provision of consultative services and assumes a leadership role, as developmentally appropriate.
• Demonstrates skill in incorporating sensitivity and knowledge of diversity issues into the provision of consultation services.
• Demonstrates awareness of ethical considerations involved in the provision of consultation services and incorporates this knowledge into their work.
• Effectively differentiates role as consultant from other professional identities; communicates their role clearly to others, and adapts interactions to that role.
• Program Specific Competency:  Develop skills and demonstrate competence working as an entry-level health service psychologist in a multi-disciplinary, integrated student health care system.
• Interns will seek out research and enhance their knowledge about working in a multidisciplinary, integrated student health care system.
• Interns will proactively learn about and gain awareness of the roles of providers of various disciplines within a multidisciplinary, integrated student health care system (e.g., psychologists, psychiatrists, social workers, physicians, dietitians).
• Interns will display their knowledge through active and consistent participation in integrated health care activities including the regular consultation with other multidisciplinary professionals in Campus Health Services.

NAU Counseling Services’ Doctoral Internship in Health Service Psychology is currently fully accredited by the American Psychological Association. We currently have two doctoral interns on site and received APPIC membership on January 5th, 2018 (Program#1107).

All questions regarding the accreditation process should be directed to the APA’s Commission on Accreditation:

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

Telephone: (202) 336-5979
TDD/TTY: (202) 336-6123
Fax: (202) 336-5978

Our staff consists of a multidisciplinary group of mental health providers with a vast range of experience. Our extensive and wide-ranging experience encompasses a diverse and rich set of backgrounds, theoretical foundations, and approaches. You can learn more about our staff on the staff bio page.