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Sequential and Developmental

The program structure of the clinical training program is sequential and developmental, including differences in the intensity of training, roles, and responsibilities across training years (practicum vs internship vs residency), as well as developmental changes across the internship training year.  In addition, some aspects of the training experiences are tailored to each intern's skill level, interests, career goals, and development across the training year.  The sequential, developmental changes across the internship training year are evident across each stage or quarter of the training year. 


Through the hospital and department orientations, didactics, case conference, and supervision, Interns learn about roles and expectations; the program, setting, population, staff, treatment team, and norms; nuances of engaging participants with SMI and addictions; and coordination of care across disciplines and programs.

Professional Development

In the 3rd quarter, Interns develop more advanced clinical skills, deepen their understanding of relationship and process, learn and participate in psychotherapy process and outcome research, and become more comfortable and adept at testing case conceptualization and test interpretation.  They also engage in professional development, including applying for post-doctoral positions, developing self-study routines, and providing trainings, mentoring, and/or supervision.


 Interns begin to understand more fully the aspects of care unique to this setting and population, and by the end of this quarter, Interns typically have a full caseload, are participating fully on treatment teams, moving into more leadership roles on the teams, and engaging regularly in interdisciplinary collaboration with counselors from other programs.   They also learn about standards and regulations in public mental health, and participate in performance improvement projects and preparations for inspections.


The final quarter is characterized by refining of skills and training goals, preparation for post-doctoral training and licensure, and transition of care of program participants.  Didactics and case conference address professional development, termination, and clinical and administrative aspects of transition of care.  Interns offer a teaching case conference to hospital staff, provide mentoring to other clinical staff, and identify ways they may leave a legacy of program improvement.


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