August 1, 2020– July 31, 2021

Site Match Code 1405  

Montana State University - Bozeman 

Lava Lake Scenery

Montana State University (MSU) is a land-grant university founded in 1893. Enrollment for fall semester 2018 was 16,902 students, making it the largest university in Montana. The University offers undergraduate degrees in 60 fields, graduate certificates in 12 fields, master’s degrees in 68 fields, and doctorate degrees in 35 fields. In 2018, the student population was comprised of approximately 51% Montana residents, 45% out of state residents, and 4% international students.

View of Mountains From Campus

Currently there are 649 international students enrolled from 73 international countries. Approximately 16% of the student population identifies as ethnically diverse with the largest diverse groups identifying as International (4%), Hispanic/Latino (4%), and Multiracial (5%). There is also a significant American Indian/Alaska Native population on campus (around 2% of students), as well as 600 Veteran students. 


MSU boasts large business, engineering, architecture, and education programs in addition to having medical and veterinary students on campus. It has a competitive NCAA Division I intercollegiate athletics program which is part of the Big Sky Conference. Bobcat pride is very evident on campus. Go Cats!

 

If you would like to quickly access a section of this information, see some of our topics below: 

 

 


Counseling and Psychological Services

Counseling and Psychological Services (CPS) is a department within an integrated health center at

MSU – University Health Partners (UHP), which is housed in the Division of Student Success at Montana State University-Bozeman. UHP is comprised of four offices: CPS, Medical Services, Dental Services, and Health Advancement. The name University Health Partners symbolizes the University’s commitment to comprehensive health services, mental and physical health, wellness, advocacy, prevention, and outreach services to students at MSU.   

CPS provides an array of multiculturally sensitive services to the college community. Cultural inclusion and commitment to diversity are core values held by staff members at CPS and are important components of all the services provided. CPS affirms the rights and dignity of all people, regardless of race, ethnicity, country of origin, sexual orientation, gender identity, religion, or ability. We attempt to foster our and others' awareness of and appreciation for human diversity and strive to create an environment of mutual respect and understanding among people of diverse racial/ethnic, religious/spiritual, and national backgrounds, sexual orientations, gender, gender identity, mental and physical abilities, languages, ages, socioeconomic statuses, as well as those with other diverse backgrounds, cultures and identities.

Direct clinical services provided at CPS include intake assessments, individual and couples therapy, group counseling, psychological assessment, and crisis intervention. Consultation and outreach/prevention programs are presented to augment the personal growth and development of students and staff. CPS is accredited by the International Association of Counseling Services (IACS), and the doctoral internship training program is fully accredited by the American Psychological Association (APA). 

The permanent CPS staff members include 11 Licensed Psychologists, 2 Licensed Clinical Social Workers, 2 Licensed Clinical Professional Counselors, a part-time Licensed Addiction Counselor, 3 Psychological Residents (postdocs), 1 Professional Candidate (LCPC) and 4 Doctoral Interns. The Medical Service psychiatrist and psychiatric nurse practitioner are available for consultation and regularly attend our clinical team meetings. We also have 2 to 5 pre- and postmasters interns each year and 2 front desk office managers to complete our staff.  

Mountain View over campus

Training Program

The training program is experiential in nature with a significant focus being placed on direct clinical work and supervision. Approximately half of the interns’ time is devoted to providing clinical services. The balance of their time is spent in supervision, training activities, consultation, outreach, scholarly activities, assessment, and staff development. The training program utilizes scholarly research to inform practice in such areas as conceptualization, intervention, individual and cultural diversity, psychological assessment, supervision, and program outcomes to best serve clients. In addition, the internship emphasizes professional and personal growth, as well as lifelong learning - all of which are salient staff values. 

Philosophy of Training

A primary goal of the internship is to assist in preparing interns to function competently and independently as generalist clinicians/Health Service Psychologists. The program is designed to provide a bridge between the role of graduate student and entry-level professional. This is accomplished by providing a range of sequential training experiences under direct and intensive supervision. Self-awareness, cultural competence, professional identity development, and advancement of clinical/professional skills are areas of specific emphasis throughout the internship. The internship concludes with the possibility of providing services in another setting in the state including a state psychiatric hospital, the Big Horn Valley Health Center (integrated care and mental health outpatient treatment) or an outpatient mental health department at the Crow Indian Health Service Hospital (IHS) (please refer to the Crow IHS rotation under “additional experiences” for up to date information on this rotation).

Training experiences are focused around the Profession Wide Competencies as outlined by the APA Commission on Accreditation. In addition, interns are provided with some flexibility to accommodate specific areas of interest. 

Aims and Competencies of the Internship 

The aims of the internship focus on four primary areas: clinical practice, scholarship and the relationship between science and practice, diversity, and ethics/professionalism. 

The Aims of the internship include:  

  • To further the development of broad intervention skills (intake, therapy, crisis assessment and management, psychological assessment, multidisciplinary collaboration/outreach, and supervisory skills) for the development of effective entry level practice in Health Service Psychology
  • To further the development and understanding of the reciprocal relationship between science/scholarship and the practice of psychology
  • To further develop competence in individual and cultural diversity
  • To further develop competency related to professionalism (ethics, scholarship, professional identify, and self-awareness/interpersonal skills)

    Profession Wide Competencies serve as guides for the training and experiences afforded to interns during their internship year. These are:
  1. Intervention

    1. Intakes - Interns perform 3-4 abbreviated intake evaluations each week. These evaluations are fundamental to understanding clients’ needs, including urgency and disposition, as well as assignment to a permanent therapist. Conceptualization, tentative diagnosis, and initial therapy recommendations are also important components of the intake process.  
    2. Therapy - Interns provide approximately 15-16 hours of theory-based individual, couples, and group therapy per week. They receive two hours (each) of weekly individual supervision and group supervision provided by licensed CPS staff psychologists to support their clinical work and progress. Digital video recordings of sessions, review of written case materials, and co-therapy formats are used in supervision.
      • Individual Psychotherapy. Interns will gain most of their therapy experience providing individual psychotherapy. Clients present with a diverse range of problems and differing degrees of complexity. Interns provide both short and long-term therapy to MSU students.
      • Couples Therapy. Interns may have the opportunity to provide couples therapy. While interns' initial experiences with couples may be as co- therapists with a senior staff person, as skills develop, interns may assume the role of primary therapist (depending on previous experience providing couples therapy). 
      • Group Psychotherapy. Group psychotherapy is an important service offered by CPS, and interns are expected to be actively involved in the group therapy program. Interns typically co-lead a minimum of one group during internship.
    3. Crisis intervention - During the fall semester, interns manage crises within their own caseloads. During spring and summer semesters, they are part of the after-hours on call rotation, and cover a weekly 1:00 pm crisis hour. In addition, interns conduct crisis walk-in assessments/interventions throughout the year on an as needed basis (separate from the 1:00 pm crisis hour). They also participate in CPS responses to crises that occur in the MSU community (with senior staff backup), and can be involved in suicide/risk prevention programming.
  2. Consultation, interprofessional/interdisciplinary skills, and outreach

    Interns offer workshops, mental health consultation and counseling services to organizations on campus including: Dean of Students Office; Residence Life; Office of Student Success; Career Services; American Indian/Alaska Native Student Success Office; Disability Services; Veteran Services; VOICE Center; and university academic departments. At times, they consult with concerned parents and clinicians outside of the university. In addition, CPS staff members work closely with Medical Services physicians, nurse practitioners, physician assistants, dieticians and the behavioral health specialist to coordinate health care for mutually shared clients.  

    Interns deliver a minimum of four outreach activities to the campus community during the year. Examples of outreach include, but are not limited to: Dinner and Dialogue, structured workshops, class lectures, consultation with residential living staff and other departments on campus, information tables, and mental health articles for newsletters. 
  3. Psychological assessment

    Interns perform intake evaluations and conduct psychological assessment during internship.
    1. Intake Evaluations - As noted above, Interns perform 3-4 abbreviated intake evaluations each week. Intakes involve client interviews (that incorporate CCAPS data) and are utilized to inform beginning conceptualization tenets, treatment recommendations and diagnostic impressions.
    2. Psychological Assessment - Interns conduct one comprehensive psychological assessment battery, spring semester. Typical assessment measures can include: a comprehensive clinical interview, WAIS IV, MMPI-2, NEO-PI-3; RISB, relevant CCAPS data, and other objective measures such as the Beck Depression Inventory. Additional projective measures are available to interns who have experience in the Rorschach and TAT. The assessment process involves administration of measures, interpretation of data, integration of data into a report, report writing, and providing feedback to clients. Additional assessment experiences are available during external summer rotations.
  4. Supervisory skills

    Interns prepare for provision of supervision to master level interns by attending a biweekly Supervision of Supervision seminar fall semester. The seminar focuses on theories of supervision, the supervision process, in addition to salient issues which typically arise during supervision. Spring semester, the seminar meets weekly while interns provide weekly supervision to one pre-master’s intern. At this time, the seminar focus shifts to actual provision of supervision and issues that emerge during the supervision process.
  5. Individual and cultural diversity

    Although located in a geographical area limited in terms of ethnic diversity, CPS is committed to helping interns increase their sensitivity and competence in working with persons of diverse racial/ethnic, religious/spiritual, and national backgrounds, sexual orientations, mental and physical abilities, languages, ages, socioeconomic statuses, as well as those with other diverse backgrounds. Interns are given priority when assigning clients who endorse minority identities. The internship offers a specific focus on Montana's American Indian population, including the experience of offering counseling to American Indian/Alaska Native students, developing and co-facilitating Dinner and Dialogue educational seminars, and the possibility of doing a 12-week external rotation at the Big Horn Valley Health Center in Hardin or at the Crow Indian Reservation Indian Health Services Hospital (see updates about this rotation under “additional experiences”). In addition, interns attend a weekly Diversity Seminar which highlights self-awareness, knowledge about different cultures, and application of self-awareness and knowledge to working with clients’ diverse cultural identities. Multicultural issues are also addressed in supervision, seminars, and meetings which exemplifies the center’s commitment to diversity and multicultural competence.
  6. Ethical and legal standards

    Interns are exposed to a wide range of ethical and professional issues during internship. These issues are addressed during weekly supervision sessions, clinical team meetings and unscheduled consultation with senior staff. Training seminars also focus on specific ethical/professional dilemmas that psychologists often face, including dual relationships, duty to warn situations, and confidentiality on a university campus and in a rural setting. APA ethical standards and Montana Law are specifically addressed during Training Seminars.
  7. Research 

    Interns are provided encouragement and support in completing their dissertations during the Professional Development seminar.  The internship provides several experiences which assist interns in linking science and practice. Fall and spring semesters, a journal discussion group occurs once a month to discuss how the findings of a specific research article can be applied to practice. Interns will rotate leading the discussion group (pick the article, develop discussion questions, lead the discussion). Also, during fall semester, interns are required to write a formal case conceptualization report which requires incorporation of a scholarly article that validates their intervention approaches with their clients. Spring semester, interns are expected to present their dissertations during Training Seminar. This is an opportunity for interns to demonstrate their ability to critically evaluate and disseminate the findings of their research to the CPS staff. In addition, scholarly and contemporary articles are integrated into each seminar during the academic year.
  8. Professional identity development, values, attitudes, and behaviors

    Interns are provided guidance and feedback regarding their professional identity development throughout their internship year. Feedback in supervision and seminars facilitates self-awareness and reflection, guidance toward autonomy and independence, increased sophistication with theoretical orientation and therapy style, and the development of confidence and competence. In addition, interns attend a biweekly Professional Issues Seminar that facilitates professional self-reflection, addresses issues instrumental in professional development, and assists interns with the job application process. Support in seeking and obtaining post-internship employment is also offered. Interns are encouraged to take advantage of workshops and conferences sponsored by APA and other professional organizations. Release time (up to 3 days) is granted and financial support is provided ($500/year) to attend conferences or continuing education experiences.
  9. Communication and interpersonal skills

    The relational focus of CPS permeates interactions at CPS across all levels of training and roles at the Center. This holds true for the internship training program as well. Interns are mentored in developing and maintaining effective relationships, communicating effectively, resolving conflicts and demonstrating flexibility in relationships.  

Additional Experiences

  1. External Rotations 

    During the summer months, interns typically have the option of doing a 12-week external rotation at Montana State Hospital (MSH), the Big Horn Valley Health Center (BVHC) or the Behavioral Health Outpatient Department at the Crow Indian Health Services Hospital. MSH offers an opportunity for a focused experience working with people who have serious and persistent mental illness while the BVHC and Crow rotations offer unique opportunities to work with an American Indian population. Because all external rotations are physically distant from Bozeman, interns must live on site or near the rotation site for at least part of the week. Typically interns return to CPS on Thursdays and Fridays, for continuity and to re-connect with their intern cohort. Lodging (Airbnb) and compensation for gas are provided.

    • Montana State Hospital

      • MSH provides inpatient psychiatric treatment for people with serious and persistent mental illness. Interns who participate in this rotation are given experience with individual and group therapy, multidisciplinary treatment team meetings, psychological assessment, Dialectical Behavior Therapy, crisis management, trauma work, and multidisciplinary consultation. Montana State Hospital is in Warm Springs, MT which is 106 miles west of Bozeman.
    • Big Horn Valley Health Center

      • The Big Horn Valley Health Center provides comprehensive outpatient health care for residents of nearby counties. This rotation provides opportunities for interns to learn about and practice comprehensive integrated health care, consultation with clients and medical staff members, warm hand offs, referrals for support services, and brief assessments in addition to providing ongoing mental health counseling. Over half of the patients who seek services at BVHC identify as American Indian. The rotation is in Hardin, MT which is approximately 166 miles southeast of Bozeman.
    • Crow/Northern Cheyenne Indian Health Service Hospital (IHS)

      • The Crow IHS hospital was a summer rotation option for interns for more than two decades in the past. The Behavioral Health unit is currently experiencing some transitions and as a result, it is not clear if this will be a viable option for interns at this time. However, there is ongoing conversation with IHS administrators in hopes that it will resume being a possible rotation in the future. This rotation provides outpatient mental health services to Crow and N. Cheyenne people ranging in age from young children to the elderly. Interns who elect this rotation provide intake interviews, conduct individual and family therapy, develop and deliver outreach and educational programs, see crisis walk-in clients, perform psychological assessment and evaluations, and provide consultation to other health professionals. Crow Agency is located approximately 203 miles east of Bozeman.
  2. University Residential Living

    University Residential Living. Interns provide clinical services (three hours per week in the evenings) and occasional workshops for individuals and families living in Family and Graduate university housing. In addition, interns contribute monthly mental health articles to the Family and Graduate Housing newsletter which is distributed to all residents.
  3. Personal Growth

    Personal Growth. CPS values and encourages participation in personal growth activities for both staff and interns. Although not required, interns are encouraged to engage in their own personal therapy during the internship year. In addition, past interns have indicated that the cohesive relationships which have developed among the interns and with the CPS staff have been a valued resource for personal and professional growth.  

Other Training Modalities: Supervision and Seminars  

Supervision is viewed as a pivotal learning component to our training program. Our internship utilizes experiential learning through intensely supervised activities. Interns can expect a minimum of four hours per week of supervision for their individual/couples case load: two with their primary individual supervisor, and two in group supervision with the other interns and the Training Director. All primary supervisors have been licensed for a minimum of three years to meet Montana and other state licensure requirements. Supervision for group therapy is provided separately by the senior staff co-facilitator of the group. Similarly, outreach and consultation activities are supervised by the Outreach Coordinator. Peer supervision occurs at weekly Clinical Team meetings (which include Medical Services staff once a month) and additional supervision is available through consultation with senior staff.

Interns are expected to attend and participate in a variety of seminars over the course of the year. Seminars provide instruction/education on a range of issues pertinent to the developing roles and identities of emerging Health Service Psychologists. Biweekly two-hour long Training Seminars cover numerous special topics pertinent to mental health professionals. Interns are expected to present their dissertations during Training Seminar at some point during the academic year which affords them the experience of evaluating and disseminating research findings as well as conducting a scholarly presentation. Based upon interest, they have the option of presenting additional training seminars during the year. 

Training and supervision are provided by the coordinator for each seminar/learning experience conducted during the internship. These include Diversity Seminar, Supervision of Supervision Seminar, Professional Issues Seminar, and Assessment Seminar.

Interns' Typical Weekly Schedule

 Type Activity Hours

 

Clinical

Intakes

3-4/week

Individual/Couples/Crisis Therapy  15-16/week
Group Therapy 1/week

 

 

 

 

Training

Individual Supervision 2/week
Group Supervision 2/week
Group Admin. .5 each week for specific group
Assessment Seminar 1/biweekly (fall); 1/week (spring)
Diversity Seminar/SV 1/week
Professional Issues Seminar/SV 1/biweekly
Supervision of Supervision Seminar/SV 1/biweekly (fall); 1/week (spring)
Training Seminar 2/week
Journal Seminar 1/month (more frequent during summer)
Clinical Teams 1/week

 

 

Professional &
Administrative Duties    

Administration block (assessments, case
conceptualization, outreach prep, meetings, etc.)  
 4/week
 Supervision of practicum students 1/week (spring)
 Training and SV meeting 1/month (spring)
 Paperwork 4/week in addition to using
cancels, NS, and Admin block if needed
Consultation/Outreach 1/week
Total   ~40 hours/week 

 

 Supervision Assignments

Interns have a minimum of two to three different primary clinical supervisors over the course of the year. All primary individual supervisors have been licensed in the state of Montana for a minimum of 3 years. Fall semester, supervisors are assigned according to intern identified strengths, growth edges, and goals for the semester. Interns provide input regarding supervisor preferences spring semester. Summer rotation (if elected) is provided by licensed psychologists at external rotations. Interns who choose an external rotation and return to CPS on a part time basis during the summer will receive additional individual and group supervision at CPS. Interns who elect to remain at CPS for the entire summer are assigned supervisors according to preference and availability (as not all licensed psychologists work at CPS during the summer). 

* This program does not use distance education technologies for training and supervision.  

Intern Evaluation

Interns receive formal and informal feedback throughout the year. Formal written evaluations occur at the end of each semester. The Comprehensive Intern Evaluation serves as the overarching tool that evaluates interns' progress on internship goals and competency areas. Feedback from the entire training staff is reflected on this evaluation. Fall semester, interns’ case presentations are evaluated on the Case Presentation Feedback form.

Intern Evaluation of the Training Staff and Internship Program

Interns complete written evaluations of their supervisors and seminar/seminar leaders at the end of each semester. An overall evaluation of the internship occurs at the end of the internship year. Feedback from interns is highly regarded and discussed by the training staff on a regular basis to improve the training program. In addition, interns are encouraged to provide ongoing feedback regarding their training experiences throughout the year. 

Permanent Professional Staff

To learn more about staff interests, you can visit our staff web page.

Betsy Asserson, Ph.D., Director, Psychologist 

Counseling Psychology, University of Pittsburgh, 2002 

Mika Awanohara, Psy.D., Behavioral Health Specialist, Psychologist

Clinical Psychology, University of Denver, 2008

Cheryl Blank, Ph.D., Assistant Director - Training, Psychologist

Clinical Psychology, Washington State University, 1988. 

Hilary Burt, M.S., Professional Candidate

Clinical Mental Health Counseling, University of Vermont 2017

Erin Cravens, MSW, Veterans Liaison, LCSW

Social Work, Boston University, 2015

Katie Darnell, Psy.D., Groups Coordinator, Psychologist

Clinical Psychology, Spaulding University, 2015

Brandi Fischer, M.S., Staff Therapist, LCPC 

Health and Human Development, Montana State University, 2006 

Mel Frost, M.S., Staff Therapist, LCPC

Health and Human Development, Montana State University, 2015

Catie Francis, Ph.D., Psychological Resident

Clinical Psychology, Roosevelt University, 2019

Mariah Hill, Psy.D., Diversity Coordinator, Psychologist 

Clinical Psychology, Pacific University, 2006 

Brian Kassar, Psy.D., Outreach Coordinator, Psychologist 

Clinical Psychology, Illinois School of Professional Psychology, 2000 

Luciano Lima, Psy.D., Psychological Resident

Clinical Psychology, National Louis University, 2019

Sandy Newton, Ph.D., Psychological Resident, LCPC

Counseling Psychology, University of Minnesota, 2017

Ryan P. Niehus, Psy.D., Assistant Director and Coordinator of Clinical Services, Psychologist  

Clinical Psychology, Pacific University, 2008 

Megan Saab, Psy.D., Psychological Resident 

Clinical Psychology, Chicago School of Professional Psychology, 2017

John Siefke, Ph.D. Assessment Coordinator, Psychologist 

Clinical Psychology, Rosemead School of Psychology - Biola University, 2015

Laura Thum, Ph.D., Outreach Coordinator, Psychologist

Counseling Psychology, Western Michigan University, 2016

Sam White, Psy.D., Master’s Training Coordinator, Psychologist 

Clinical Psychology, Chicago School of Professional Psychology, 2011  

Paige Vermaat, MSW, Care Manager, LCPC 

Master of Social Work, Grand Valley State University, 2015

Rick Winking, M.Ed., Substance Abuse Counselor, LCPC 

Mental Health Counseling, Montana State University-Bozeman, 1994 

Supervisors at Summer Rotation Sites

Marla Lemons, Psy.D. Psychologist at Montana State Hospital 

Clinical Psychology, Baylor University, 2002 

Earl Sutherland, Psy.D. Psychologist and Chief Operations Director at Big Horn Valley  

Treatment Center

School/Clinical Psychology, University of Virginia, 1983

TBD

Crow/N. Cheyenne Indian Health Service Hospital

Terms of Employment

Dates of Employment

The CPS Doctoral Internship is a 12-month, fixed term, full-time paid position. The internship begins the first business day on or after August 1, and ends July 31 of each year. This is a 2,000-hour internship. 

Stipends and Benefits

The base stipend for the 12-month internship is $27,500. Benefits include comprehensive health insurance (medical, dental, vision), annual leave (15 days), sick leave (12 days), 12 University holidays and retirement. Interns are given up to 3 days of Professional Development leave to attend conferences, defend dissertations, and interview for jobs. 

Access to Wellness programs, the library, and sports facilities are additional benefits available to interns. Interns have their own offices equipped with a telephone, digital video recording equipment, and computer with internet access. Adequate and ongoing administrative support is provided by front office staff throughout the internship. 

Application Materials

CPS accepts the Application for Psychology Internship (AAPI) On Line. Hard copy or mailed applications will not be accepted. Please refer to the APPIC website 

(http://appic.org) to learn more about the AAPI On-Line. To complete the AAPI online, please go to the applicant portal at: https://portal.appicas.org 

Eligibility

Required by application date (Monday, November 18, 2019 – 11:59 p.m. MST) 

  1. Minimum of 400 AAPI Total Intervention Hours (combined Master’s and Doctoral hours) by time of application
  2. Completion of all coursework toward doctoral degree by the start of internship
  3. Comprehensive Exam passed by the time of application
  4. Doctoral program in either Clinical, Counseling or a Combined Clinical/Counseling program in Psychology must have APA or CPA accreditation or have established a formal relationship with APA/CPA to seek accreditation.
  5. Endorsement by the department Training Director regarding readiness for internship

Preferred 

  1. Counseling center experience or experience working with adults in an outpatient setting
  2. Experience with psychological assessment
  3. Experience providing services to diverse student populations
  4. Experience with outreach and consultation
  5. Experience with crisis intervention

Completed applications must include the following

  1. Completed APPIC Application for Psychology Internship (AAPI Online form). In your cover letter, please address why you are interested in our specific internship training program, your internship goals, and how CPS may help you meet those goals.
  2. Current Vita.
  3. Graduate Transcripts (need not be official).
  4. Three letters of recommendation from professionals, at least two of which are from professionals familiar with your clinical skills such as a practicum supervisor.

Application Information and Selection Procedures

AAPI application materials must be uploaded and available for our review no later than 11:59 p.m. MST on Monday November 18, 2019. Applications submitted after that time will not beconsidered. Therefore, interns are encouraged to check their submission status to prevent unintended rejection from the application pool. 

All interviews are conducted by telephone or video conferencing (Zoom). Candidates with completed applications will be informed by email about their interview status no later than December 20, 2019

Only completed applications will be reviewed beginning November 18th. Top ranked applicants will be contacted to set up a 45 - 60-minute standardized interview. Interviews take place between late December and mid-January. The interview committee typically consists of CPS staff members and interns. Interviews are conducted by phone or Zoom (according to applicant preference). Prospective interns are asked a standard set of questions in a question/answer format and no preparation is necessary. Following telephone/Zoom interviews, telephone reference checks may be done to obtain additional information from letter writers. Applicants are rank ordered by the Intern Selection Committee and then submitted to the National Matching Service. On Match Day, the Training Director contacts matched applicants initially by phone, followed by a letter confirming the match results to matched candidates and their academic training directors, according to the APPIC Match Policies. 

Additional Requirement  

In accordance with MSU policy, hiring will be conditional upon successful completion of a pre- employment background check. 

Internship Admissions, Support, and Initial Placement Data

Internship Program Admissions

Date Program Tables are updated: August 1  

Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program’s policies on intern selection and practicum and academic preparation requirements:

The internship is a full time, 12-month, 2000-hour internship with 4 doctoral internship positions. The stipend is $27,500 and benefits include medical/dental/vision insurance, annual (15 days) and sick leave (12 days), as well as retirement. To be eligible, applicants must come from APA or CPA accredited doctoral programs in counseling or clinical psychology or programs who have established a formal relationship with APA/CPA in pursuit of accreditation. Other requirements include: a minimum of 400 AAPI total intervention hours, completion of all coursework by the start of internship, and successful completion of the comprehensive exam (by the time of application). Counseling Center experience or experience working with adults in an outpatient setting is preferred. Other preferences (but not requirements for applicants) are experience with: psychological assessment, providing services to diverse student populations, outreach and consultation, and risk assessment and intervention.

Qualities of applicants who are successful at our internship include a commitment to: self-awareness and cultural sensitivity, gaining generalist professional skills, deepening clinical conceptualization and therapy skills, valuing of relationships, further solidifying personal and professional identities, and an openness to examining countertransference engagement in intensive supervision.

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

Total direct contact intervention hours

 

Y

Amount: 400

Total direct assessment hours

N

 

Amount: N/A

Describe any other required minimum criteria used to screen applicants: 

  • Completion of all coursework toward doctoral degree by the start of internship
  • Comprehensive Exam passed by the time of application
  • Doctoral program in either Clinical, Counseling or combined Clinical/Counseling Psychology must have APA accreditation, or have established a formal relationship with APA to seek accreditation in either Clinical, Counseling or combined Clinical/Counseling Psychology
  • Endorsement by the department Training Director regarding readiness for internship
  • Three letters of recommendation at least two from professionals familiar with clinical work
  • VITA 

Financial and Other Benefit Support for Upcoming Training Year  

Annual Stipend/Salary for Full-time Interns:                                       

$27,500  

Annual Stipend/Salary for Half-time Interns:                                        

N/A

 

Program provides access to medical insurance for intern?

Yes

 

If access to medical insurance is provided:

 

Trainee contribution to cost required

 No

Coverage of family members available?

Yes

Coverage of legally married partner available?

Yes

Coverage of domestic partner available?

No – must be legally married

Hours of annual paid personal time off (PTO and/or Vacation):

120 accrued annual leave hours

24 professional development hours

Approximately 10 university holidays

Hours of annual paid sick leave:

96 accrued sick hours

In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?

Yes

*would work with the intern to ensure that 2000-hour requirement is met

 

Other benefits: 

$500 professional development spending money (e.g., conference attendance)

Paid time off for university holidays

Three days professional leave to attend graduation, conferences, or job interviews

Retirement

Access to MSU library, option to join MSU fitness center, wellness programs

Private office with telephone, digital video recording equipment, and computer

Administrative support 

Initial Post-Internship Positions  

2015-18

Total number of interns in 3 cohorts:                 10 

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree: 0 

 

Post doc

Employed Position

Community mental health center 

0

0

Federally qualified health center 

0 0

Independent primary care facility/clinic 

0 0

University counseling center 

3 

 

Veterans Affairs medical center 

0

0

Military health center 

0 0

Academic health center 

0 0

Other medical center or hospital 

0 0

Psychiatric hospital 

0 0

Academic university/department 

0 0

Community college or other teaching setting 

0

0

Independent research institution 

0 0

Correctional facility 

0 0

School district/system 

0 0

Independent practice setting 

1 1

Not currently employed 

0 0

Changed to another field 

0 0

Other 

0

0  

Unknown 

0

0

 Updated June 28, 2019

Doctoral Interns

Current Interns

2019-2020

Levenae Buggs, M.A. University of South Dakota

Conrad Burbank, M.S. Adler University Chicago

Jacob Lehman, M.A. Pacific University

Jared Utley, M.A. University of Denver

Previous Interns' Doctoral Programs

2018-19

 University of St. Thomas

George Fox University

School of Professional Psychology

George Fox University

2017-18 

George Fox University  

University of Montana  

Wright Institute  

Wright State University  

2016-17

Washington State University

Springfield College

Chicago School of Professional Psychology 

2015 – 2016

University of Minnesota

University of Northern Colorado

Western Michigan University 

2014 – 2015

Spaulding University

George Washington University

University of Missouri Kansas City

2013 – 2014

University of Utah

University of California Santa Barbara

George Washington University 

2012 – 2013

Pacific University

University of Akron

Union Institute and University

2011 – 2012

Chicago School of Professional Psychology

Utah State University

West Virginia University 

Characteristics of Successful Interns

Applicants often ask what we are looking for in prospective interns. Successful interns take advantage of all the various learning opportunities afforded to them on internship. They are invested in furthering their clinical skills, value relationships, are willing to take risks to further learning, and are invested in exploring the integration of personal and professional identities. In addition, they are committed to and respect diversity, cultural differences, and self-awareness related to their own and others intersecting identities. Our internship emphasizes clinical practice, and extensive time is devoted to supervision and training. During supervision, interns are encouraged to engage in self-examination which includes exploration of countertransference and use of the therapy relationship to facilitate change. Engaging in this process can feel vulnerable at times and our training staff appreciates the difficulty and struggle that may emerge from this process. As such, supervisors are committed to providing support, collaboration, and encouragement during supervision. Related to this is the collective belief of the training staff that we are not “finished products” either. We highly regard the ongoing process of learning, and the role of taking risks to promote learning, which is modeled in case staff meetings by supervisors. Respect for and appreciation of relationships – with clients and all staff members regardless of experience, level of training, or role – is an important value held by CPS staff members. Multicultural competence is another ideal which we all aspire to. In addition, we are a team who works hard but also likes to have fun together! 

APPIC Match

We participate in the APPIC Internship Matching Program. Applicants must register with National Matching Services Inc. to be eligible to match to our internship. 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. 

Specific questions about APPIC policies and procedures, and the AAPI on-line, should be directed to APPIC at: http://www.appic.org. 

Information and materials for the APPIC Internship Matching Program can found at the official website (http://www.natmatch.com/psychint/) or by contacting them at: 

 
National Matching Services, Inc.
Email:  psyhcint@natmatch.com
Phone: (800) 461-6322 
Fax: (844) 977-0555 
 
National Matching Services, Inc. 
20 Holly Street, St., Suite 301 
Toronto, Ontario 
Canada, M4S 3B1 
  
National Matching Services, Inc. PO
Box 1208 
Lewiston, NY USA, 14092-8208  

 

Please direct questions or clarification regarding the CPS doctoral internship to: Cheryl Blank, Ph.D. Assistant Director - Training, cblank@montana.edu, 406-994-4531. 

Modern electronic communication is efficient and convenient, but our training program misses the individual interaction essential in the days before online applications. Despite our on-line brochure and e-mail links, we still welcome the opportunity for personal contact with applicants, and those considering applying. We encourage you to call (or e-mail, of course) about any aspect of our program, about MSU, or the community. We look forward to hearing from you! A copy of the current APPIC Internship Offers and Acceptances policy is available on the APPIC Home Page.  

[Electronic mail is not a secure method of conveying confidential information. CPS requests that e-mail not be used for clinical or other sensitive correspondence]. 

Accreditation Status of the Internship Program

The CPS Doctoral Internship Training Program in Psychology is accredited by the American Psychological Association Office of Program Consultation and Accreditation. 

This office may be contacted at 750 First Street NE, Washington DC 20002-4242; Tel. (202) 336-5979; email: apaaccred@apa.org ; web: http://www.apa.org/ed/accreditation 

MSU Non-discrimination Policy  

Montana State University does not discriminate on the basis of race, color, ethnicity, national origin, sex, sexual orientation or preference, marital or parental status, age, religion, creed or political belief, mental or physical handicap or disability, or status as a covered veteran in admission, access to, or conduct of our educational programs and activities or in our employment policies and practices. 

Montana State University is committed to providing an academic and work environment free of discrimination. Harassment based on race, color, ethnicity, national origin, marital or parental status, religion, sex, gender, sexual orientation or preference, age, disability, or veteran status is a form of discrimination and is prohibited.

The University is committed to taking positive and effective actions in the recruitment, hiring, training, and promotion of persons in all classes of employment to help overcome the present effects of past discrimination and increase opportunities for qualified women and minorities, persons with disabilities, and covered veterans. In addition, Montana State University assumes particular responsibility for providing opportunities for education and training for the state's Native American peoples in the various disciplines and professions that are characteristic of this land-grant university. 

Montana State University is an Equal Opportunity/Affirmative Action Employer and encourages applications from female, minority, and disabled persons. 

Cultural Events


American Indian     American Indian

Annual Pow Wow

The campus American Indian Council sponsors an annual Pow Wow which highlights a Grand Entry, song, dance, and drum competitions as well as traditional crafts.

International Street Food Bazaar 

    International Street Food Bazaar

The International Street Food Bazaar

The annual food bazaar has been a diversity tradition at MSU for over three decades. It is highly celebrated and well attended each year. Student representatives from over thirty countries offer culinary delights from their countries for a nominal fee.

Pride Flag

QSA Sponsored Events

QSA sponsors many events during the year including the Rainbow Ball and Drag Show.

Cultural Organizations on Campus

In addition to cultural events on campus, there is an array of culturally focused clubs available to students. Some of these include:

  • African Society
  • American Indian Council
  • Bangladesh Student Association
  • Black Student Union
  • Chinese Culture Club
  • Egyptian Club
  • Explore and Learn about Korea
  • Fuerza Latinx
  • Indian Student Association
  • Indigenous Peoples’ Day
  • Iranian Students Association
  • Jewish Student Association
  • Kuwaiti Club
  • Malaysian Student Organization
  • Muslim Student Association
  • Nepalese Student Association
  • Pakistani Saqafat Club
  • Queer Straight Alliance
  • Saudi Student Club
  • Society for American Indian Graduate Students  
  • Spanish Club
  • Student Veterans Club
  • Sri Lankan Student Association
  • Turkish Club

Please refer to:  http://www.montana.edu/engagement/organizations/explore.htmlfor additional information or descriptions of these clubs.

Bozeman, Montana 

Bozeman Sunset

Bozeman is a town of about 50,000 full-time residents, located in the Gallatin Valley of Southwestern Montana, is ideal for those with interests in outdoor recreation. The city is surrounded by mountains with the nearest ski hill being only 15 miles from town; Yellowstone National Park is 90 miles away; the five nearby mountain ranges offer countless hiking, backpacking, and camping opportunities; and there is outstanding trout fishing and rafting/kayaking within minutes of town. In addition to outdoor activities, Bozeman has a very active visual and performing arts community. There are many vibrant cultural opportunities available including the Verge Theater Company, Ellen Theater, Montana Theater Works, Bozeman Symphony, national Intermountain Opera Company, the Sweet Pea Arts Festival, the Hatch Film Festival, tours of Broadway shows, and a thriving music, art and theatre community. The MSU Departments of Media/Theatre/Arts and Music have strong programs that offer theatre productions, film screenings, art shows, and musical performances on campus. Bozeman has received top rankings for quality of life by several magazines and averages 300 days of sunshine each year. Read more about Bozeman here: 

http://www.montana.edu/about/bozeman/