The accreditation process promotes consistent quality and excellence in education and training in health service psychology. Education and training provide tangible benefits for prospective students; for the local, national, and international publics that are consumers of psychological services; and the discipline of psychology itself.

For the purposes of accreditation by the American Psychological Association (APA) Commission on Accreditation (CoA) health service psychology is defined as the integration of psychological science and practice in order to facilitate human development and functioning. Health service psychology includes the generation, application, and promulgation of knowledge and practices that encompass a wide range of professional activities relevant to health promotion, prevention, consultation, assessment, and treatment for psychological and other health-related disorders.  

Programs that are accredited to provide training in health service psychology prepare individuals to work in diverse settings with diverse populations. Programs that are accredited to provide training in health service psychology train individuals to be eligible to pursue licensure and/or relevant credentials.  

The CoA reviews programs for accreditation at the master’s, doctoral, internship, and postdoctoral levels.

Scope of Accreditation for Internship Programs  

The CoA reviews internship training programs in practice areas in health service psychology, including clinical psychology, counseling psychology, school psychology, and other developed practice areas. 

The internship at Counseling and Psychology Services has been in existence since 1985 and received initial accreditation from the American Psychological Association (APA) in 1989. We are pleased to announce that the APA’s Commission on Accreditation has granted continued accreditation to the University of South Carolina, Counseling and Psychology's Doctoral Internship in Health Services Psychology through 2029.

For information regarding our APA accreditation, please contact the APA Committee on Accreditation with the following information:

• Phone: 202-336-5979 or 202-336-6123 TDD
• Website:  www.apa.org/ed/accreditation/
• Email: apaaccred@apa.org
• USPS:  750 First Street, NE, Washington, DC 20002-4242

*Resolution on Accreditation for Programs that Prepare Psychologists to Provide Health Services states: “Psychologists are recognized as Health Service Providers if they are duly trained and experienced in the delivery of preventive, assessment, diagnostic and therapeutic intervention services relative to the psychological and physical health of consumers based on: 1) having completed scientific and professional training resulting in a doctoral degree in psychology; 2) having completed an internship and supervised experience in health care settings; and 3) having been licensed as psychologists at the independent practice level” (APA,1996; APA, 2011); 

Affiliations

Counseling and Psychology Services is housed within Student Health and Well Being which is an integrated health care facility accredited by the Accreditation Association for Ambulatory Health Care (AAAHC). CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers  (APPIC) and the Association of Counseling Center Training Agencies (ACCTA). 

NOTE: This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant. 

The University of South Carolina, Student Health and Well-Being Services, Counseling and Psychology Services is a participant in the Association of Psychology Postdoctoral and Internship Centers’ (APPIC) Match for Psychology Internships through the National Matching Services. Our program 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. As such, we utilize the APPIC Application for Psychology Internships (AAPI).

APPIC Match Program: Match Code: 1553

Candidates must meet the following criteria to be considered:

• Current enrollment in an APA-accredited (or CPA-accredited) doctoral program in counseling or clinical psychology.
• Successful completion of doctoral comprehensive exams.
• Completion of a minimum of 450 intervention experience* hours from practica by November 1 and a minimum of 1,200 total practicum hours. 
• Approval by the academic training program verifying readiness for internship.
• Completion of all required coursework and practica prior to the starting date of the internship. 

Favorable consideration will be given to applicants who will have completed or made substantial progress toward completion of their dissertation by the start of the internship year. 

Applicants should be prepared to work with clients presenting with a wide range of emotional, behavioral and well-being challenges and clinical diagnoses (ex: mood and anxiety disorders, interpersonal or personality disorder traits, trauma or abuse recovery, eating disorder and body image disturbance, alcohol and other drug use concerns, identity issues including sexual orientation, gender identity, cultural identity, etc.). Applicants must be comfortable working with a diverse clientele. College counseling experience is preferred but not required. 

What Is Intervention Experience? 

Refer to the AAPI for what is included under "Intervention Experience." These hours may also include practicum training accrued during a terminal master’s program. On the other hand, although we value applicants' non-practicum clinical work in mental health services (e.g., jobs, volunteer work) as a helpful indicator of applicants' overall background and experience in the field, hours of non-practicum services should not be counted towards this criterion. 

 

Annual Stipend/Salary for  Full-time Interns	36,567.00
Annual Stipend/Salary for  Half-time Interns	N/A
Program provides access to medical insurance for interns?	Yes	No
If access to medical insurance is provided:
Trainee contribution to cost required?	Yes	No
Coverage of family member(s) available?	Yes	No
Coverage of legally married partner available?	Yes	No
Coverage of domestic partner available?	Yes	No
Hours of Annual Paid Personal Time Off (PTO and/or Vacation)	15 hours accrued per year
Hours of Annual Paid Sick Leave	15 hours accrued per year
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?	Yes	No

For details on the university’s benefit plans  follow this link  for information.  

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

Initial Post-internship Positions
Aggregate Tally for the Preceding 3 Cohorts 2023-2026

	2023-2026
Total # of interns who were in the 3 cohorts	9
Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree	0
	PD	EP
Community mental health center	0	0
Federally qualified health center	0	0
Independent primary care facility/clinic	0	0
University counseling center	3	1
Veterans Affairs medical center	0	0
Military health center	0	0
Academic health center	0	0
Other medical center or hospital	3	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
For details on the university’s benefit plans  follow this link  for information.   *Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table

Note: “PD” = post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time.  For former trainees working in more than one setting, select the setting that represents their primary position.  

Step One:  Complete the APPIC Application for Psychology Internship (AAPI) online.  

Deadline:  
Online applications must be completed by Nov. 11, 2026.  

Applications must include:   

• Letter of intent/application   

• Three letters of recommendation from individuals familiar with the applicant's clinical performance    

• Graduate school transcripts   

• Current curriculum vitae   

Step Two:   

Intern applicants to be interviewed will be notified about selection as finalists on Dec. 11, 2026  by phone with instructions for interview date and time options.  

This year’s interviews will be held January 5, 6, 7, 2027.   

Candidates will select the date that fits best with their schedule on those dates.    

Step One 

The first step is a review of application material. Following this review, our selection committee identifies a list of 24 applicants who are assessed as having the experience and goals that are in alignment with the training expectations and opportunities at our site. 

Step Two 

Intern applicants to be interviewed will be notified about selection as finalists by phone with instructions for interview date and time options. Candidates will select the date that fits best with their schedule on those dates. 

Step Three 

The third step is Zoom interview. Candidates are interviewed by 2 different groups of 2-3 staff members and current interns. There will be 2 back-to-back 45-minute interview segments for 90 minutes total. Each interview team has a different list of questions for the candidates, and time is afforded for questions from the candidate. Candidates will have a third 20-minute Interview with the Psychology Supervisors for a Case Vignette and questions and answers. Candidates will be connected to an intern connector post interview to ask follow-up questions as they arise. Interviews are only offered via Zoom.    

Onsite visits are encouraged; however onsite visits do not in any way affect final ranking or selection decisions. Intern applicants are encouraged to visit us for post interview. If interested in visiting, please contact the Training Director by phone or e-mail to coordinate an hour block where intern can tour the center and meet available staff.  

After the Match Results 

Upon a successful match, entry into the CAPS Psychology Internship Program is contingent upon completion and acceptance of the University of South Carolina employment application. Matched Internship candidates will be accepted into the CAPS Psychology Internship Program pending favorable application and background investigation results. For more information or questions about this policy, please contact us. 

Training Mission Statement 

The Health Service Psychology Internship Training Program is an integral part of the mission of Counseling & Psychology Services. Through the shared commitment of our professional and support staff, the program provides comprehensive supervision, mentoring, and training experiences designed to prepare interns for competent, ethical, and independent practice. 

Grounded in a developmental-apprentice-practitioner model, the internship supports trainees as they transition from graduate students into emerging health service professionals. The program aims to cultivate responsible, knowledgeable, culturally responsive, and skilled professionals who are prepared to provide high-quality clinical services and contribute meaningfully to the disciplines of psychology, counseling, and social work. 

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Training Philosophy 

Internship is a time to continue developing professional skills and transition from graduate student to early career psychologist. The internship program offers training in a variety of areas related to the profession of psychology. We attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge. We see interns as emerging professionals and treat them, accordingly, giving a great deal of autonomy and responsibility – consistent with the role of an apprentice. Our expectation is that Interns arrive ready to meet the challenges of the clients while working flexibly and adaptively to meet the level of competency consistent with their evolving developmental level. As interns meet expected levels of growth through the program, they are expected to function and practice more autonomously and will be charged with the responsibility to function with increased independence.    

The philosophy of Counseling and Psychology’s psychology training program is a Developmental-Apprentice-Practitioner (DAP) Model. Our internship program aims to build upon the theoretical, empirical, and clinical foundations that interns receive from their respective academic psychology programs.  

Specifically, the doctoral internship program at the University of South Carolina Student Health and Well Being (SHWB) -Counseling and Psychology aims are:  

• Provide a training/practice environment that prides itself on the utilization of collaborative care, and integrated service-delivery program to the students at the University of South Carolina. 

• Provide core training that attends to the development and utilization of evidence-based practice through research; 

• encouraging ethical practice,  

• grow in individual and cultural humility and competency,  

• practice professional attitudes, refine communication and interpersonal skills,  

• improve diagnostic assessment and clinical intervention skills,  

• learn supervision theory and consultation  

• and develop skills to work within an multidisciplinary team.  

Throughout the different facets of our training program, we assess the level of skills, strengths and growth edges, and make commensurate goals for each trainee. We require all interns to participate in ongoing didactic, skills-based, and process-oriented seminars. In addition, they must complete tasks that demonstrate their diagnostic assessment, intervention, and other professional skills. Specific aims for professional development are addressed in individual supervision, group supervision, and professional peer relationships.   

Interns will engage in mentoring experiences with second-year Counselor Trainees during the spring semester of internship year. The chance to work with therapists at an earlier developmental stage provides perspective and clarity of professional abilities and further facilitates participation in our training program's different facets.  

Apprentice roles and relationships become the vehicle to develop skills in a supportive environment. Interns may be involved in co-therapy, co-leadership, and consultative relationships throughout the internship year. In addition, individual supervision focuses on the management of the intern’s caseload so that each client receives supervisory attention. These mechanisms help to calibrate your professional autonomy based on your skill attainment along with the complexity of the case.   

Clinical practice through direct face-to-face client contact is the medium for our apprentices to learn about the complexity of providing services. We work with students from different ethnic groups, countries, sexual orientations, cultures, races, geographical regions, physical attributes, socio-economic groups, religions, and many other distinctions. Doctoral Interns will be challenged to respect and learn from their clients and to adapt their models and therapeutic techniques accordingly. Your clients will be your best teachers, and the guidance you receive from staff will help you develop your best practice.  

While there is a basic core program of training, interns are encouraged to tailor their training experience to meet their specific needs. If we can provide training in your area of interest or help you to cultivate that interest, your individual supervisor will assist you in generating your requests. Interns have some opportunity to customize their training in terms of the types of clients that they work with, the types of community outreach and engagement services and consultation projects they undertake, and the types of therapeutic groups they run. For example, it is a possibility to work specifically with our mood-and-food group, stronger together group, our social anxiety group, and other offerings that we may launch during the semester. Doctoral trainees will also be able to respond when crisis events occur on campus and/or in the center.  

Evaluation and feedback are important parts of the training experience. Clinical supervisors, group supervisors and training staff members evaluate and provide informal feedback across the year and formally at the end of the fall, spring and summer semesters. This feedback focuses on the development and progress of each trainee, with the focus always being on helping each trainee to identify areas of strength and areas for growth. Interns, in turn, evaluate their clinical supervisors, training director, and the training program.  

Interns are expected to fulfill the multiple roles of a university health service psychologist, which includes counseling services (individual, couples, and group therapy), diagnostic assessment, crisis intervention, referral, consultation, outreach workshops, providing mentorship to Master's level trainees. If applicable, participation in training seminars and professional development activities and participation in administrative functions will be assigned. Roles and Responsibilities are delineated in the Training Manual and Internship contract. Interns are also encouraged to present at regional and national conferences, to complete work on their dissertation research and to pursue projects (e.g., writing for publication) for their professional development as psychologists. 

Individual Counseling 

Interns typically see 18 – 24 individual clients per week. Counseling and Psychology Services operates within a brief psychotherapy model that focuses on brief therapy. Interns can gain experience in crisis and walk-ins, which involves solution focused and client-centered treatment modalities to address the current needs of clients. Interns are expected to incorporate a variety of theoretical orientations, such as humanistic, feminist, family systems, interpersonal, psychodynamic, and cognitive-behavioral that are evidenced based practice. Interns are expected to conduct thorough initial consultations, develop treatment plans with short- and long-term goals that address the presenting problem, monitor client progress and outcomes, and demonstrate clear concise well-documented notes. Interns will develop solid case conceptualizations that will serve as the vehicle for their practice and modification of services as needed.   All interns will see a range of cases that include work with individuals who require short term (1-6 sessions) problem-oriented interventions and brief psychotherapy. Longer term clients (7-10 sessions) involving more complex therapeutic interventions are also a part of the training experience though limited to our scope of care.  Interns are encouraged to identify and service three to five individuals on their caseloads whose clinical needs require longer-term care (more than 10 sessions). These longer-term cases must be approved by the individual supervisor and may be reviewed by the utilization review team.  

Interns meet weekly with individual supervisors and group supervisors to review caseloads. Both individual and group supervision provide ongoing monitoring of case conceptualization, treatment planning, and interventions utilized. Individual supervisors, however, are the primary individual counseling caseload supervisors for assigned interns and will co-sign interns' notes.  

The Training Director functions as a manager of your time, allocation of services, monitors development and ensure that training needs are being met. The Training Director also serves as supervisor of record for Doctoral interns and maintains interns' files, communication with the Intern's parent university and other agencies, meets with Trainees once a month for group check in and individually in the beginning middle and end of the semester to assess training needs and growth.  

Couples Counseling 

All trainees are encouraged to co-facilitate couples counseling with senior staff when the opportunity is available. Couples may be obtained through consultation with the couples counseling coordinator. All trainees are invited to work with couples utilizing a co-therapist with senior staff for training purposes. More focused couples counseling training will occur during the training seminar. The clinicians who facilitate the couple's training are also available for consultation on specific cases throughout the year. The couples counseling policy will be available to you through Microsoft Teams.   

Group Counseling 

All interns will co-lead a group therapy with senior staff. If an intern has further interest in providing group therapy, they may arrange more group experience during the spring and summer semesters. There are opportunities to co-facilitate a variety of group offerings that may include interpersonal process, structured skills-based groups and support groups. 

Interns will co-lead a group with a professional staff member during the first semester. As they gain confidence and competency with group counseling as a treatment modality, they may also co-lead with another intern or practicum student in the summer semester. Supervision of group therapy occurs within the context of weekly supervision post group with senior staff co-facilitator, for a half-hour debriefing and co-facilitator group planning. Interns will be assigned to groups for the fall semester; a list of available groups for the spring semester will be made available for interns to request involvement in/or create offerings.  

Clinical Assessment 

The first method of clinical assessment utilized by Counseling and Psychology is the initial consultation. Clients are assessed for clinical severity, appropriateness for services, recommended mode of treatment (individual, couples, group counseling, etc.), and referral options.   

If the client is being referred for continued services, the clinician will determine the severity of the presenting issue and make the appropriate recommendations for care. If their needs can be serviced through other campus partners such as Student Health and Well-Being, Sexual Assault and Interpersonal Violence Prevention, the Career Center, etc. a referral will be made. Trainees receive training on how to complete initial consultations and new client appointment assessments. All Interns will perform an initial evaluation using initial information to gather more pertinent information, conceptualize the case, develop a clear diagnosis, and generate treatment plans to address the presenting problem.  

Crisis Intervention 

Crisis intervention strategies and techniques are discussed by individual supervisors, in group supervision, and in the intern seminars. Senior staff clinicians are always available for crisis consultation. Crisis intervention service provision may emerge from walk-ins, initial consultation, on-going psychotherapy, or on an as-needed basis. Interns are asked to make their individual supervisor or other available supervisor aware of a developing or in-process crisis before the client leaves CAPS.  

Interns are expected to develop de-escalation and referral skills as an appropriate extension of assessment and counseling techniques. During orientation, interns become familiar with the supportive resources available on the campus and in the community. A directory of such services is made available, and the procedure for referral is discussed. All intern referrals are monitored by the individual supervisor.  

All staff and trainees are provided with wireless panic buttons that signal USC Law Enforcement and Safety that an emergency situation is in process and law enforcement presence is needed.  

Counseling and Psychology Services supports community outreach and engagement. These services may occur outside of the traditional counseling center setting and in the USC Community where mental health issues often first arise. Outreach programming focuses on preventative efforts that include problem-solving, support, psychoeducation, advocacy, and resource enlistment and utilization towards the goal of improving the mental health and well-being of all USC Students. Counseling & Psychology services broadly consist of Prevention Services, Community Support Meetings in response to traumatic campus events, and Web-based services.   

While there are some prescribed community outreach and engagement services that interns will be involved with, communication with supervisors and the Training director to request engagement with other community-based programs can enhance intern's outreach and campus engagement experience.   

Interns are responsible for coordinating with the Community and Outreach Engagement Director with permission of their supervisor to work on traditional outreach programming and innovative work done by this Student Health and Well-Being department. Each intern is required to present a minimum of three Community Outreach and Engagement programs each semester throughout the internship year though they are welcome to engage in other opportunities.  

The purpose of supervision is to provide education and training around the provision of supervision. Weekly supervision seminars include didactic education, experiential activities, and mentorship. Supervision of supervision seminar is intended to scaffold learning experiences throughout the year towards enhancing an intern’s confidence and competence with the provision of supervision and identification of a supervisory model. The fall semester takes a seminar approach primarily through didactic means with some experiential activities, to include observation of supervision and participation in a reflection team. Training in the spring semester focuses on mentorship with the Counselor trainees with creative approaches for observation, live supervisory oversite, debriefing, and direct feedback.  

Internship Orientation 

The interns spend the first few weeks of the Internship learning the policies and procedures of CAPS, Student Health and Well Being, and the University of South Carolina. Interns also participate in activities designed to assist them in becoming familiar with the University at large. A variety of workshops and presentations are included in orientation to assist interns in preparation for service. 

Intern Seminars 

Training seminars are an integral part of the training program, and consistent attendance and active preparation for and participation in them is required. The formats for seminar are didactic, experiential and discussion/process oriented. A wide variety of topics are covered that pertain to major areas of knowledge needed to be a competent clinician. Fall seminars are foundational, while Spring seminars focus on specialized topics. The Intern Seminar is scheduled for 2 hours each week. Cultural humility and Appreciation are infused in all presentations; however, the weekly 1-hour Multicultural Appreciation and Therapy Consultation and Seminar will also take place with specific focus on issues related to providing Service to students who may be different from the clinician, with the goal of providing quality service to all students. As a function of our multidisciplinary training program, interns will share didactic and training spaces with counselors and social work trainees. 

Interns will evaluate each seminar series anonymously by using the seminar evaluation form sent to them by the training director through Qualtrics. This helps provide the training program with important evaluation and feedback to improve the quality and application of intern seminar topics.  

Professional Development and Continuing Education 

Interns may attend Counseling and Psychology Services staff development programs, workshops, webinars and conferences offered by other university departments and community groups. Interns participate fully in continuing education workshops conducted regularly through Counseling and Psychology Services. Consideration may be given to local, regional, or professional conferences. Interns may also participate in relevant University Human resources training upon approval of the Training Director. 

Staff Meetings 

Staff meetings are held twice a month and are intended to provide staff with a forum to disseminate information, discuss new initiatives, problem solve, and discuss other pertinent information. Interns and trainees are a vital part of the CAPS team and are encouraged to be active participants in meeting discussions. 

Meeting with the Training Director 

The training director meets with the interns once a month throughout the year as a cohort. In addition to focusing on clinical and training issues, this is a time to clarify questions, address problems and discuss ongoing concerns. It provides an important opportunity to keep lines of communication open between interns and the training director. An individual progress meeting will be conducted at the middle and end of each semester to ensure progress toward Goals identified at the beginning of the internship. This time is also a time to ensure interns are acquiring their clinical hours and make schedule adjustments accordingly. Additional meetings with the training director and/or the director may be scheduled at any time at the request of any intern.   

Weekly Intern Meeting 

Interns are encouraged to meet as a group at least once a week for lunch or during a meeting time to discuss any issues relevant to their experience as an intern, to get support from one another and to have an opportunity to bond as a group.  A peer consultation group dedicated to all trainees has been created to build relationships, provide support, and discuss issues related to professional growth.   

 

The general requirements listed below are both manifestations and outcomes of the nine (9) Competency Areas defined within the CAPS Internship and do not include many of the various supervisory, administrative and agency-related requirements that interns are also expected to complete (e.g., completion of all documentation in a timely manner, attendance at and participation in supervision and training seminars, etc.). This list is subject to change during the Internship year, depending upon agency demands and the individual progress of each intern.  

• 2000 hours of overall service, full-time, 37.5 - 42 hours (5 days a week) per week  

• Satisfactory performance in the internship activities listed below, as indicated by the consistent formal and informal evaluation of interns completed throughout the year  

• A minimum of 500 hours of Direct Clinical Service, including individual, couples, and group counseling, initial assessment, assessment, on-call contacts, outreach, consultation, and provision of mentorship/limited/supervision  

• Co-leading a psychoeducational or interpersonal process therapy group for a minimum of one quarter term (preferably 2 quarters minimum).  

• Participate in a minimum of one critical incident and/or crisis debriefing (unless no debriefs requested).  

• Completion of at least (3) Outreach Activities per semester. Outreach activities include tabling events, screening days, presentations and debriefings.  

• Engage in Live (in vivo) supervision at least three times per semester. Live supervision can be done in individual, group, supervision of supervision, and other in vivo clinical presentations 

• Participation in DissertationFest. Interns will present their dissertation during the Intern summer seminar series.  

• Creation and implementation of Student Advocacy Research Project, Interns are encouraged to deliver the original program Spring/Summer semester.  

• Participation in the Internship Match process to select the following year’s Psychology Interns. 

• Active participation in Peer Consultation Teams. 

• Peer Review indicate cases follow CAP/SHS clinical guidelines 

Philosophy of Supervision  

The philosophy of supervision at CAP has as its focus the growth and development of each trainee. Over the course of the internship year, each trainee will work with at least three different individual supervisors (one in the fall, the other in the spring and summer). Other opportunities for supervision occur in group supervision, supervision of supervision, supervision of groups, seminars, co-therapy, weekly peer consultation, and case consultation. Interns receive a minimum of four hours of supervision per week, at least two of which are individual and two that are group supervision. Evaluation focuses upon the strengths and areas for improvement within the context of minimal competencies and behavioral anchors as outlined in the Standards of Accreditation (SOA) and our specific aims — which are outlined in the Pre-Internship Self-Evaluation and the Doctoral Intern Evaluation Form.  

 Individual Supervision  

• Individual supervision focuses upon developing interns' clinical skills, professional identity, and self as a therapist. In addition, interns are asked to perform many of the roles of a university counseling center psychologist and are given feedback on their performance throughout the training year. Interns receive a minimum of two hours per week of individual supervision by a licensed psychologist. The supervision focuses most intensely on clinical work with individuals, couples, and groups. Interns digitally record counseling sessions via webcam and are expected to show these recordings in supervision as cases are discussed. Observation of clinical work is essential to high quality supervision. All interns are expected to show video in both individual and group supervision. Live observation through review of digital recordings and supervision of intern clinical work is required and occurs throughout the internship year. Co-therapy and other supervision methods are also used. Caseloads are listed in our electronic medical record (EMR) and must be maintained by the intern and presented to the individual supervisor at the beginning of each individual supervision session. Supervisors keep track of cases on an ongoing basis by way of the EMR Dashboard for their assigned intern. All notes are reviewed and co-signed by the individual supervisor (instructions for sending notes for co-signature will be discussed during Intern orientation).
• In addition to clinical work, supervision encompasses a broad range of training activities: work in consultation and community outreach and engagement services, supervision of trainees, ethics, professional identity development, and cultural humility. Interns will change senior staff supervisors at the start of the spring and summer semester, thereby giving them the opportunity to experience three different primary supervisors over the course of the year.
• A Supervision Informed Consent Form is provided to the client and intern informing the client that the intern is supervised and the name(s) of the intern’s supervisor(s). This form must be filled out at the beginning of each new client appointment and when supervisor changes occur.   

Group Supervision  

• In this meeting, interns meet as a group with the training director or designee and discuss cases, make case presentations, and review digital recordings of clinical work. It is also an environment to explore and develop an awareness of self as it informs interns’ work professionally. Great effort is made to make this a trusting environment so that interns can explore new and creative avenues in their clinical work. Group supervision is also developed to meet the needs of each intern cohort while maintaining the integrity of the purpose of supervision. Group supervision is scheduled each week for a minimum two hours. 

Other Supervision Experiences 

• Interns will also receive one half hour of group supervision with group co-facilitators per week per group, one hour of supervision of supervision weekly and supervision and consultation through one hour Peer supervision meeting each week. Interns will meet with the Training Director individually at the beginning, middle and end of each semester for a one-hour progress meeting. The Training director will meet with the cohort for an hour once a month. 

Live Supervsion 

• Live supervision is a required component of clinical training and is designed to support the ongoing development of psychotherapy competence, ethical practice, clinical judgment, and professional growth. Through live observation, supervisors provide trainees with direct, behaviorally anchored feedback on therapeutic presence, case conceptualization, intervention skills, cultural responsiveness, risk assessment, and use of the therapeutic relationship.
• Trainees are expected to participate in live supervision a minimum of three times per semester. Live supervision may occur through direct observation, co-therapy, or other approved methods that allow supervisors to observe and provide feedback of clinical work in vivo. This process supports competency-based training and helps ensure that trainees are progressing toward independent, ethical, and effective clinical practice. 

Evaluation 

• Evaluation of Interns: All CAPS staff members provide feedback to assist with the evaluation of interns. Primary supervisors and some program coordinators formally evaluate each intern's progress at the end of each supervision pairing. Evaluators assess current strengths and areas for growth, and evaluations are used to focus the next semester’s supervision. The Training Director provides each intern with a complete description of the evaluation procedures at the beginning of the year. Less formal evaluations are scheduled mid-semester in the fall and spring. At the end of fall semester and at the end Internship, a summary of each intern’s progress is sent to the intern’s graduate program to document the intern’s participation in training activities and to note each intern’s developmental achievements over the course of the Internship. 
• Evaluation of Supervisors and Internship Program: Interns are asked to evaluate their supervisory experiences and the Internship program at the same time they are being evaluated. This information is used to make agreed-upon adjustments in the methods of supervision and training to better meet intern needs and to improve the quality of our training program. 

Training Supervisors (Training TEAM) 

• Sterling P. Watson, Psy.D. is a Licensed psychologist, Director of Training at CAPS, and Adjunct professor in the psychology department when needed. Dr. Watson earned his doctorate in clinical psychology from Wright State University, School of Professional Psychology (SOPP) in 2003. Dr. Watson has been a member of CAPS since 2011 and became Asst. Director of Training in 2014. Dr. Watson currently serves in national leadership roles through the Association of Counseling Center Training Agencies (ACCTA), and American Psychological Association (APA) Catalyst Training Activities Committee (TAC). Dr. Watson interests include faith integrated wellness, culturally informed care, identity/professional development, and practices as a generalist. His supervision style is developmental, relational, competency-based, and culturally responsive. Dr. Watson practices from Integrated cognitive-behavioral and schema-focused lens.                            
• Nicole Matros, Psy.D. is a Licensed Clinical Psychologist and Director of Clinical Services at Counseling and Psychology Services (CAPS).  Dr. Matros earned her doctoral degree in clinical psychology from Wright State University, School of Professional Psychology (SOPP) in 2012 and has worked within college counseling since that time.  Her clinical expertise includes weight-inclusive therapy, disordered eating/eating disorders, body image concerns, anxiety, and grief/loss.  Dr. Matros co-leads the supervision of supervision seminars and serves as an individual supervisor when available.  Her supervision style is developmental and interpersonal.  Dr. Matros practices from an interpersonal process lens and integrates CBT, ACT, and feminist therapy.  
• Jennifer Cross, LPC, LPC/S is a licensed professional counselor and supervisor and the Coordinator of Counselor Training at CAPS. Mrs. Cross earned her Ed.S with a concentration in marriage, couples, and family therapy from the University of South Carolina in 2012. She completed her internship at the Counseling Center, 2011-2012, and has been a member of CAPS since that time. She began her role as the Coordinator of Counselor Training in 2018. She is involved in local training groups and is a member of the American Counseling Association (ACA). Clinical interests include family and relational concerns, personal identity development, and social anxiety. Her supervision style is developmental and person-centered.  She practices person-centered and interpersonal process therapy theories.  
• Kelsey H. Jeffery, LISW-CP/S, ADC is a Licensed Independent Social Worker in Clinical Practice and Supervisor as well as an Alcohol and Drug Counselor and serves as the Coordinator of Social Work Training at CAPS. Kelsey earned her bachelor’s in social work (BSW) from the University of South Carolina (Go Gamecocks!) where she was also a student-athlete. She earned her master’s in social work (MSW) from Boston College. Kelsey has been a member of CAPS since 2023 and has served as an MSW Field Instructor in various settings for six years. Her areas of interest include trauma focused therapy, supporting students on their journey to recovery, performance related anxiety and exploring the dimensions of wellness. As a generalist practitioner, Kelsey practices through a holistic, strengths-based approach and primarily utilizes Cognitive-Behavioral Therapy (CBT) and Motivational Interviewing (MI) while drawing upon components of her training in Eye Movement Desensitization and Reprocessing (EMDR) and Trauma Focused CBT.  Her supervision style is developmental and strengths-based. 
• Anna Feliciano, Psy.D. is a licensed clinical psychologist and Coordinator of Group Therapy Services at CAPS. Dr. Feliciano earned their doctorate in clinical psychology from Wright State University, School of Professional Psychology in 2010 and has been employed at CAPS since 2012.  Dr. Feliciano is passionate about group therapy and spends the majority of their clinical time facilitating various groups for our students. They are particularly interested in helping students build shame resilience, develop the capacity for emotional intimacy and vulnerability in relationships, and develop necessary skills for emotional regulation and symptom reduction. They enjoy utilizing non-traditional techniques to address therapeutic goals and ground their clinical work in feminist psychotherapy, aiming to help students build the empowerment they need to be active agents of change/growth in their various environments.  
• Sarah E. Wright, Psy.D., CST/S has been with the USC counseling center since 2007 as a staff psychologist providing clinical services, training, and supervision. She is a first-generation college student who earned her Doctorate in Clinical Psychology from the School of Professional Psychology at Wright State University in Dayton, Ohio, and is an AASECT-Certified Sex Therapist and Supervisor. She has worked clinically with issues of sexual health since 2005 and has engaged in extensive supervision training both domestically and internationally. Dr. Wright’s first book was published in 2020 entitled Redefining Trauma: Understanding and Coping with a Cortisoaked Brain. She has 3 published book chapters: “Sex and the Cortisoaked Brain” in Sex and Gender: Current Clinical Concepts and Practices; “Live Supervision of Sex Therapy,” which appears in The Art of Sex Therapy Supervision; and “A Cultural Transformation Approach in the Group Treatment of Addiction,” which appears in Innovations in Clinical Practice: Focus on Group, Couples, and Family Therapy. She maintains a private practice and provides training and workshops across the country. Dr. Wright operates from a Cyclical Psychodynamic approach and integrates aspects of interpersonal, experiential, Afrocentric, and cognitive approaches. She readily uses metaphor in therapy and believes the relationship is the most important empirically supported treatment. 
• Susan Collins, Psy.D., is a licensed clinical psychologist who earned her doctorate from the Georgia School of Professional Psychology at Argosy University in 2009. She has been a member of CAPS since 2016 and is actively involved in the CAPS training program. Dr. Collins’ clinical interests include supervision, group therapy, working with survivors of trauma, mood concerns, life transitions, relationship concerns, and identity development. As both a psychologist and a clinical supervisor, she is committed to fostering collaborative relationships grounded in trust and mutual understanding. Dr. Collins promotes self-reflection, authenticity, and a willingness to grow by balancing support with thoughtful challenge. She hopes to provide a supervisory space that fosters professional identity development while cultivating humility and confidence as trainees transition from intern to psychologist. Dr. Collins practices from an Acceptance and Commitment Therapy (ACT) framework. 
• Tiara L. Watson, Ph.D., is a staff psychologist who earned her degree in counseling psychology from the University of Missouri-Columbia (Mizzou) in 2025, upon completion of her APA-accredited internship at the University of Texas at Austin. Dr. Tiara Watson has been a member of CAPS since 2025.  Dr. Tiara Watson’s professional interests and passions include social justice, advocacy, liberation psychology, cultural humility, mental health disparities, cultural mistrust, complex trauma in BIPOC communities, and sociocultural determinants of mental health outcomes. Her supervisory style mirrors her theoretical orientations: supervisee-centered, feminist-multicultural lens utilizing a developmental model. She prioritizes cultural humility, trust, safety, connection, and authenticity throughout all training and clinical endeavors. She is a clinical integrationist who intentionally practices from a person-centered, Black feminist-multicultural lens and combines modalities such as DBT, CBT, ACT, and Humanistic orientations while prioritizing the therapeutic relationship as the ultimate tool for wellness and change.    
• Rebecca Christopher, MSW is a licensed master social worker and case manager within Counseling & Psychological Services. Rebecca earned her master's degree in social work right here at the University of South Carolina in 2017.  
  Rebecca has been a member of CAPS since 2021 and joined the training team last year. Rebecca has previously served as the Co-Director of Interprofessional Education for the Health Sciences here at the University of South Carolina, as an Adjunct professor within the College of Social Work and with U101, as a Field Education Coordinator/Field Instructor/and Field Liaison for the College of Social Work, and as a grant coordinator. Rebecca also served as an elected Staff Senator representing the Division of Student Affairs & Academic Support. Rebecca's interests include interprofessional collaboration, behavioral health in higher education, barriers to care, practicum and training, and teaching. Rebecca believes in a holistic and collaborative, strength's-based approach to care and utilizes a systems approach to service delivery.   

Other Agency/Institution Supervisors  

• Casey Fox, MA LPC, LMFT, CRC, Associate Director of Integrated Services 

• Tiffany Howard, Ed.S, LPC, Director of Outreach 

• Brian Lusk, Ph.D., LPC-S, NCC, Executive Director of Mental Health 

• Yamaira Perez, LPC, Behavioral Health Consultant   

Other Contributor  

• Steven Iacono, LISW-CP, Associate Director of Clinical Administration 

• Zekeala McRae, LISW-CP, CCTP, Associate Director of Prevention Services 

• Christina K. Jones, LPC, LPC/S, MAC  

Reeva Pauluri 
Degree to be conferred: Psy.D 
Academic Program: University of La Verne 

Lindsey Riordan 
Degree to be conferred: Psy.D 
Academic Program: University of Indianapolis 

Vanessa Visquerra  
Degree to be conferred: Psy.D 
Academic Program: Touro University 

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2025-2026 

Gabrielle Brown, Ph.D. 
Academic Program: Auburn University 
Position Post internship: Post Doc 
Professional Setting:  Other medical center or hospital   

Miata Walker, Ph.D 
Academic Program: Indiana University, Bloomington 
Position Post internship: Post Doc 
Professional Setting:  University Counseling Center  

Karina Williams, Psy.D 
Academic Program: The Wright University
Position Post internship: Post Doc 
Professional Setting:  Other medical center or hospital   

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2024-2025   

Celeste Johnson Psy.D 
Academic Program: University of Indianapolis 
Position Post internship: Post Doc  
Professional Setting:  University Counseling Center  

Jonathon Johnson, Psy.D  
Academic Program: University of Indianapolis 
Position Post internship: Post Doc   
Professional Setting:  University Counseling Center   

Madeleine Kloess, Psy.D 
Academic Program:  Mercer University 
Position Post internship: Post Doc   
Professional Setting:  Private Practice   

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2023-2024     

Kaley Gauvin, Psy.D 
Academic Program: William James College 
Position Post internship: Post Doc   
Professional Setting:  Private Practice   

Jennifer Shirley, Psy. D  
Academic Program:Psychology (CSPP) – San Diego  
Position Post internship: Employed Position   
Professional Setting:  University Counseling Center   

Gabrielle (Bella) Weininger, Psy.D  
Academic Program: Alliant International University – Los Angeles  
Position Post internship: Post Doc   
Professional Setting:  Private Practice    

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2022-2023    

Glory Rae Finnegan, Psy.D.    
Academic Program: Alliant California School of Professional Psychology (CSPP)  
Position Post internship: Post Doc   
Professional Setting:  University Counseling Center   

Miriam Khiari Millan, Psy.D. 
Academic Program: Florida Institute of Technology  
Position Post internship: Post Doc   
Professional Setting:  Other medical center or hospital   

Tiyana Chaney-Taylor, Ph.D. 
Academic Program: Tennessee State University 
Position Post internship: Post Doc   
Professional Setting:  University Counseling Center   

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2021-2022    

James Graham, Psy.D. 
Academic Program: William James University 
Position Post internship: Post Doc   
Professional Setting:  Veterans Administration    

Rachael Gustafson, Psy.D. 
Academic Program: William James University 
Position Post internship: Employed Position    
Professional Setting:  University Counseling Center   

Olivia Trone, Psy.D. 
Academic Program:  Midwestern University 
Position Post internship: Post Doc   
Professional Setting:  Independent Practice   

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2020-2021    

Nathan Capalbo, Psy.D  
Academic Program: William James University 
Position Post internship: Post Doc   
Professional Setting:  Independent practice   

Chrisotpher Defossez, Psy.D.  
Academic Program: Antioch University New England  
Position Post internship: Other   
Professional Setting:  Other   

Kristina Nunez, Psy.D  
Academic Program:  Adler University 
Position Post internship: Post Doc   
Professional Setting:  Other medical center or hospital 

Mission 
Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional counselors. The Counseling and Psychology counselor trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program. 

We provide an essential practice environment that offers high-quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in Counseling and Psychology offers an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling. 

Eligibility:  

Priority is given to those students enrolled in the CACREP accredited Counselor Education or Counseling and Rehabilitation programs at USC. Candidates from other accredited programs within the University of South Carolina who have completed required prerequisites may also apply.  

Time Commitment: 

The training program lasts a full academic year, 36 hours per week (which includes 20 hours as a paid clinical Graduate Assistant).  

Eligibility 
Open to students enrolled in an accredited MSW program who are seeking an individual, family and group concentration. Priority is given to those enrolled in the University of South Carolina's social work program. Candidates from other programs who have completed the required prerequisites may also apply. 

Time Commitment 
The training program lasts a full academic year, 16 hours per week. Participants typically work a Monday/Tuesday schedule.  

Mission 
Our mission is to provide a training environment that facilitates trainees’ transition from graduate students to professional social workers. The Counseling and Psychology MSW trainee program builds upon the theoretical, empirical and clinical foundations that trainees receive from their academic program. 

We provide an essential practice environment that offers high-quality services to students of the University of South Carolina. Since our ethical mandate is for trainees to provide professional services to our clientèle, the training staff in Counseling and Psychology offer an essential training program that attends to conceptual, methodological, personal and creative skills necessary for the practice of counseling. 

Applying and Details: 
See the training manual for detailed information about the program and application process.