Training Model and Aims

Program Philosophy

The Clinical Psychology Internship in the Department of Psychiatry at the University of Arizona College of Medicine follows a scientist-practitioner model. Our program prepares interns to practice clinical psychology with adults who have general mental health/serious mental illness concerns. In addition, to provide training experience in behavioral medicine clinical services and health psychology. Interns interested in the child/adolescent track, will provide integrated outpatient mental health services to children and their families. We seek doctoral internship candidates who are as committed as we are to the science and practice of clinical psychology, and who appreciate how psychological science both informs and is influenced by clinical practice.

Our internship program is guided by the Mission and Vision statements of the Department of Psychiatry:

Our Mission
The Department of Psychiatry will lead the effort to understand, diagnose, treat, and prevent psychiatric disorders, prepare future clinicians, provide state-of-the-art care, and give direction to community efforts to improve behavioral health.

Our Vision
The Department of Psychiatry will excel in enhancing behavioral health through scientific research, education, training, community leadership, and service.

Clinical training occurs primarily in an experiential sphere, under close supervision, and complemented by formal and informal didactic activities. Clinical supervisors provide supervision tailored to the intern’s abilities and training needs, and with the goal of increasing responsibility and independence throughout the internship year. The integration of science and practice is accomplished formally via trainings, seminars, case conferences, and grand rounds that emphasize empirically supported findings, and informally through role modeling and case-based literature reviews.

Our faculty members are committed to clinical training and to our trainees’ professional development. We strive to provide interns with the support and resources they need to develop the clinical, academic, and professional ethics skills that will allow them to be successful in the next step in their career development.

Psychology interns are expected to abide by the ethical standards of the American Psychological Association and the Arizona statutes pertaining to professional conduct.

Goals and Objectives

The primary goals of our internship program are:

  1. To provide a year of intensive experience in broad clinical psychology skills and specialized training in general mental health/serious mental illness or child and adolescent clinical psychology;
  2. ​To promote in the intern an appreciation of and commitment to the science and practice of clinical psychology; and
  3. To foster in the intern a strong professional identity based on a commitment to the highest ethical standards in their psychological practice and appreciation of human diversity.

The specific objectives of our training program are:

  1. To provide interns with intensive and advanced training in:

a. the biopsychosocial factors that impact individuals with mental illness and child/adolescent development (Child/Adolescent Track), as well as their psychological health and care; 
b. clinical psychological assessment and diagnosis;
c. evidence-based clinical interventions; and
d. consultation.

  1. To promote in the intern:

a. recognition of the mutual interdependence and influence of the science of psychology and the professional practice of psychology;
b. a commitment to develop and practice clinical skills that are consistent with the scientific foundations of psychology; and
c. advanced knowledge and application of the methods of scholarly inquiry in clinical practice.

  1. To foster in the intern:

a. knowledge of and adherence to the Ethical Principles of Psychologists and Code of Conduct of the APA, as well as relevant laws and professional guidelines;
b. awareness of and sensitivity to issues of individual and cultural diversity including age, culture, ethnicity, gender, language, national origin, race, religion, sexual orientation/identity, and socioeconomic status; and
c. the development of a strong professional identity, commitment to their profession, and a high level of professionalism in their professional conduct.