Predoctoral Internship in Clinical Psychology (accredited by the APA)
The primary goal of the internship program is to train interns who will become licensed psychologists, prepared to practice independently in clinical and research positions or in community-based human service programs. These programs may include nonprofit outpatient clinics, community day and residential programs for individuals with disabilities, and public and private educational programs serving children with disabilities. Our program is accredited by the American Psychological Association* and is a member program of the Association of Psychology Postdoctoral and Internship Centers (APPIC).
Program Philosophy
The Internship Program is based on the scientist-practitioner model of training. Our interpretation of this model holds that the scientist-practitioner is a psychologist who:
- bases clinical strategies on empirical research
- can reference research literature while developing an intervention plan
- collects treatment data using a valid methodology
- conducts research in the context of clinical work
- shares findings at professional conferences or through publication
- understands the scientific limitations of the field at this time
Training Model
The Internship Program prepares students for integrated science and practice through three principle training components: 1) structured field training, 2) a sequence of didactic training, and 3) mentored research projects. These components are described below. Interns devote a range of 45-60 hours per week in program components for a range of requisite 2,160 hours of training (52 weeks, minus 4 weeks leave, for a minimum of 45 hours per week).
Structured Field Training
The Internship Program offers a range of placements in settings that provide psychological services. These placements are organized into four tracks: Behavioral Health Services, Applied Behavioral Services, Pediatric Health Services, and National Autism Center. Behavioral Health Services placement sites deliver a range of outpatient and day services across all age groups and presentations. These sites utilize clinical approaches primarily founded on the principles of behavioral psychology. Clinical populations include adults, adolescents, children, and families with mild to moderate presentations, and adults with severe and persistent mental illness. Several placement sites have moderate to large percentages of culturally and ethnically diverse clientele. Applied Behavioral Services placement sites deliver consultation and direct service, primarily for children and adolescents with severe behavior disorders associated with brain injury, autism, mental retardation, and other developmental disabilities. The primary clinical approach is based on the principles of applied behavior analysis. Pediatric Health Services placement site delivers outpatient, family, group and consultation services for children with special healthcare needs and health conditions across development. Clinical approaches include behavioral, cognitive-behavioral and applied behavior analysis in outpatient medical, clinic and school settings. Primary diagnoses include developmental disabilities, behavior disorders, dual diagnoses (medical and psychiatric) and adjustment to chronic and complex medical conditions. National Autism Center placement site delivers diagnostic assessment services and family consultation and education, primarily to children and adolescents and their families, who have not been diagnosed with an autism spectrum disorder in the past. Diagnostic services are applied utilizing a process approach to autism assessment, and are based on the established gold standard of autism evaluation. Consultation to families is provided through parent education series for newly diagnosed families and their children. Research opportunities exist through the National Standards Project.
The field training component of our program is structured around two training sites, a “major” and “minor” placement. This model was specifically designed to capitalize on the diverse training opportunities available at the May Institute. Interns spend the majority of their time (60 percent, or three days) at the major placement. Their remaining time (40 percent, or two days) is spent at the minor placement.
Didactic Training Sequence
The didactic training components of this model are met through completion of a sequence of seminars taught by program faculty. Seminars are considered an integrated part of this program, rather than a series of disconnected lectures on various topics. There are over 100 hours of seminars. Topics include evaluation of clinical efficacy, research, empirically supported interventions, ethics and standards, and cultural competency. Download our most recent seminar schedule.
Mentored Research Projects
Further training occurs during the mentored completion of two research projects: 1) a demonstration of the application of the principles of scientific psychology to a clinical case and 2) a program evaluation project that uses established scientific methodologies to analyze a program outcome, process, or best practices issue. For the first project, interns usually take a single case from their caseload and write it as a single-case submission to a peer reviewed journal.
For the program evaluation project, interns usually select an issue at one of their placement sites where their analysis and consultation might lead to improved processes or service quality. In this project, interns learn to apply analytic skills and clinical knowledge to solve clinical systems problems, a task that will likely fall upon them as practicing psychologists.
Goals and Objectives of the Internship Program
The Internship Training Program in Clinical Psychology is focused on training interns in six specific domains: clinical assessment, intervention, clinical research and its practical application, diversity, professional skills and ethics, and supervision and management (at the introductory level). Brief statements describing the competency domains are provided below.
Core Competency Model, Internship Program in Clinical Psychology
1. Proficiency in Clinical Assessment
A psychologist is proficient in the most appropriate and valuable assessment strategies for the individual being served and the clinical situation being addressed. Our faculty believes that clinical assessment is the cornerstone of psychological practice. As a matter of best practice and out of concern for the individual being served, a thorough and comprehensive assessment should precede all intervention design and implementation. Assessment methods and strategies vary, depending on the nature of the services being provided, the individual's needs, and the setting in which the services will be provided. In all cases assessment precedes intervention and is an ongoing process.
2. Proficiency in Clinical Intervention
A psychologist is proficient in the planning and implementation of empirically supported interventions most appropriate for the individual being served and the setting where services are provided. A scientist-practitioner psychologist must be familiar with the research literature relative to the services she or he provides and the populations whom she or he serves. Intervention planning and implementation should be supported by the research literature. When a psychologist recommends certain interventions, she or he should be able to cite the literature base upon which clinical recommendations are formed. This is good practice and serves the interests of the client.
3. Proficiency in Clinical and Applied Research
A psychologist is proficient in the application of research knowledge and analytic skills to clinical services and clinical service delivery systems. Scientist-practitioner psychologists use the methods of science to further the effectiveness of their clinical work. For instance, they formulate measurable treatment objectives at the start of an intervention and design reasonable strategies to measure progress throughout treatment. In some cases and settings, this involves a valid, standardized self-report scale; in other cases and settings, this may involve single-subject research methods. A scientist-practitioner psychologist should be able to organize casework as a series of clinical findings that they share with other professionals.
4. Proficiency in Clinical Issues of Diversity
A psychologist is sensitive to the influence of culture, ethnicity, and other individual differences (such as gender, age, education, economics, etc.) in the delivery of clinical services. She or he is proficient at incorporating knowledge of individual difference and diversity into her/his practice. These variables have to be recognized (detected), and then the psychologist may have to adjust her/his interaction strategies and style, and modify typical intervention design to account for aspects of individual difference and diversity. Further, a psychologist needs to be aware of her or his personal diversity and how these attributes affect their practice.
5. Proficiency in Professional Skills and Ethics
A psychologist is proficient in the knowledge and application of the principles of the ethical practice of psychology. A psychologist is professional in conduct and demeanor while functioning as a psychologist. A psychologist is aware of standard paths to professional licensure and board certification. Demonstrations of professional skills and knowledge of ethical standards occur in all contexts of a psychologist's work, from research to practice, and when discussing clinical cases in consult or training situations.
6. Introduction to Clinical Supervision and Management
A psychologist understands the standards for clinical supervision, ethical issues inherent in supervision, and the basic principles of effective supervision and management. Although a comprehensive training in management and supervision is beyond the scope of this internship, we provide interns with a review of these principles and their application. An open discussion of the managerial roles a psychologist will be assigned in the course of her or his career.
Each intern is expected to demonstrate achievement of specific clinical competencies by the program's end, thereby demonstrating the capability to function autonomously and responsibly as an entry-level professional psychologist. All three program components "field experience and practice, didactic seminars, and mentored projects" are used to train and evaluate interns in the six competency areas. By adhering to this set of competencies and outcomes, the program is capable of training interns to function independently as psychologists across multiple settings.
Admission and Application Requirements
Program Requirements
The program is designed for advanced-level doctoral students in accordance with the specific standards set by the American Psychological Association (APA). Applicants must be from an APA accredited doctoral program. Those candidates specializing in clinical or school psychology are most competitive.
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 and intern applicant.
Below is a summary of the program admission requirements and intern selection process.
Admissions Requirements
Applicants must be in the process of completing a doctoral degree in professional psychology from an APA accredited, degree-granting institution in the United States. Applicants must have completed appropriate practicum training (at least 1000 hours) that included delivery of professional psychological services appropriate for their targeted placement sites. Applicants must demonstrate ethical conduct and interpersonal skills appropriate to the professional practice of psychology. Applicants' interests and aptitudes must be in concert with our program's goals and objectives. Applicants should have an understanding of our program's philosophy and model of training. If an applicant's doctoral degree is in a field other than professional psychology, the applicant must be certified by a director of graduate professional psychology training as having participated in an organized program in which the equivalent of pre-internship training has been acquired at an APA accredited, degree-granting institution in the United States.
Applicants are evaluated on the basis of academic preparation, practicum experience, letters of recommendation, and degree of fit between the applicant's goals and the goals of the program. The May Institute does not discriminate on the basis of race, gender, age, ethnicity, sexual preference, or religious affiliation.
Interview Process
Typically, select applicants participate in a series of interviews with program faculty, usually conducted on one of three days in January, along with other applicants. This format allows applicants the opportunity to meet several faculty members and current and former interns, and clarify their understanding of the program model and requirements. An individualized interview process may be arranged as needed.
Application Process
The deadline for application is November 16, 2009.
Applicants must submit the following:
- Most recent APPIC application, available at www.appic.org
- A letter of application listing your top three May Institute major placement sites. Your placement preferences will be utilized for arranging interviews and for no other purpose
- Appropriate APPIC Program Code on the letter of application (See our Most Current Training Placement Sites below)
- Three letters of recommendations
- A copy of your most recent C.V.
- All official graduate transcripts
- Consent for CORI and driving record check (will be filled out by selected candidates attending interviews – please do not submit with application on the APPIC website)
Massachusetts Law requires criminal record checks to be conducted of all applicants to Human Service agencies. In addition, we require driving record checks of all employees. Your match to our internship program is contingent upon the successful completion of a criminal record (CORI) and driving record check with the Department of Motor Vehicles.
Stipend and Benefits
Interns receive a competitive stipend while participating in the program and the agency offers health and dental insurance, basic life insurance, a 403(b) plan and short term disability. Interns also receive 20 days paid leave and 10 paid holidays. All benefits are available on a pro-rated basis for interns who attend less than full-time.
Please submit all requested materials as instructed through the APPIC website (www.appic.org).
For further questions contact:
Caroline Harrington
Internship Program in Clinical Psychology
psychinternship@mayinstitute.org
781-437-1346
2010-2011 Program Brochure (pdf file, 432k)
Internship Training Competencies (pdf file, 28k)
Current Training Placement Sites (pdf file, 56k)
Intern's Handbook (pdf file, 448k)
*This program is fully accredited by: American Psychological Association, Committee on Accreditation (CoA); 750 First Street, NE; Washington, DC 20002-4242; (202) 336-5979
