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California State University, Long Beach
Important information about the university's response to COVID-19
Counseling and Psychological Services, CAPS
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APA Doctoral Internship

Dear Potential Applicant,

First, I want to thank you for your interest in our doctoral psychology internship training program at Counseling and Psychological Services at CA State University, Long Beach. We value being a part of your professional development, and personally, I am honored to serve as training director. We understand the time and energy that you put into your application as well as selecting training sites that best fit your goals and interests. In this brief letter, I want to highlight some of the unique aspects of our training program, and encourage you to review our website for more specific details about the core components of our doctoral internship in health service psychology.

The primary goal of our internship is to support continued development in clinical and consultation skills, ethical principles, multicultural competence, and professional identity. A multicultural and diversity focus is thematic throughout the internship program, and is reflected in our training staff, student population, and programming/outreach activities. Our training staff is committed to providing a safe and supportive environment by encouraging awareness of self, openness to feedback, and identification of strengths. The training program is also structured to provide opportunities to interact and work with a wide variety of the training staff. Past interns have shared their appreciation of the warmth and personal attention of our program, while supporting their autonomy as clinicians.

Thank you again for your interest. I wish you all the best in your internship process. Please feel free to contact me by email if you have any further questions.

Diane Hayashino


COVID-19 Updates

Due to the COVID-19 pandemic, CA State Long Beach has moved instructional classes online for the Fall 2020/Spring 2021 semester. Similarly, Counseling and Psychological Services (CAPS) has temporarily suspended all face-to-face counseling services, therapy groups, and workshops, and moving to remote (telehealth) services. Intern trainings and supervision are also being provided via telehealth. The university and CAPS are committed to the health and safety of its students, trainees, faculty, and staff and are following the directives of the State of California and health experts.


  • Accredited by the American Psychological Association (APA)
  • Member of the Association of Psychology Postdoctoral and Internship Centers (APPIC)
  • Member of the Association of Counseling Center Training Agencies
  • National Matching Service #112711
  • This doctoral internship in Health Service Psychology is currently accredited by the Commission on Accreditation, American Psychological Association, 750 First Street, N.E., Washington, D.C. 20002-4242. Phone: (202) 336-5979

Long Beach and California State University, Long Beach

City of Long Beach, California

Long Beach, known as the "International City," offers the advantages of a metropolitan area and the comfort and ease of a suburban beach town. Its mild climate means the outdoors may be enjoyed year round. Located in Los Angeles County, Long Beach has a population of more than 450,000 people. The city is truly culturally diverse with no ethnic or racial group comprising a majority, and with a significant and active LGBT population. You will recognize Long Beach sites in many feature films and television shows. The city, located on the pacific coast, is within easy driving distance to mountains and deserts. Cultural, educational, and recreational opportunities are virtually unlimited.

California State University, Long Beach

California State University, Long Beach is a large, urban, comprehensive university in the California State University (CSU) system. The Long Beach campus was founded in 1949. Its mission is high quality education leading toward a broad range of baccalaureate and graduate degrees spanning the liberal arts and sciences and many applied and professional fields. The 322 acre campus includes 80 permanent buildings that house the various colleges, 63 academic departments, 11 centers, 3 institutes and 3 clinics. Campus features include KKJZ, FM-88, one of the nation’s premier public radio and jazz stations; the 18- story Pyramid sports arena; the Earl Burns Miller Japanese Gardens; University Art Museum; and the Richard and Karen Carpenter Center for Performing Arts. Specialized facilities for engineering technology, microbiology, dance, music and nursing are provided, along with the International House student residence hall and meeting complex. The landscape design features 3,200 flowering peach trees donated by the citizens of Long Beach.

Current enrollment is approximately 37,000 students with no ethnic or racial group comprising a majority. The core of the student body consists of full-time, traditional-aged daytime students. To assure access and equity, the university endeavors to serve students who can attend only in the evening hours, those who must attend part-time, and those from population groups whose rates of enrollment historically have been lower than average.

The university is accredited by the Western Association of Schools and Colleges. It is accredited by the California State Board of Education and is on the list of approved institutions of the American Association of University Women. The University has been designated as an Hispanic Serving Institute.

CSULB admits students of any race, religion, age, color, creed, gender, handicap, sexual orientation, or national or ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at CSULB. CSULB does not discriminate on the basis of race, religion, age, color, creed, gender, handicap, sexual orientation, or national or ethnic origin in the administration of its educational policies, admission policies, employment policies, or any other programs administered by the University.

In addition to meeting fully its obligations of nondiscrimination under federal and state law, CSULB is committed to creating a community in which a diverse population can live and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to economic status, ethnic background, political views, sexual orientation or other personal characteristics or beliefs.

Counseling and Psychological Services

Counseling and Psychological Services

CAPS is a department within the Division of Student Affairs at California State University, Long Beach. CAPS offers several programs designed to help students identify and accomplish their academic and career goals, enhance personal development, meet life’s challenges and improve interpersonal relationships. CAPS is established as a comprehensive counseling center offering core clinical services, developmental and life skills interventions, consultation, and outreach to a diverse student population. Short-term counseling and psychotherapy are the primary means of direct service delivery. Several general therapy, theme-oriented, and structured groups are offered each semester. Life skills workshops with a developmental focus are offered. Crisis intervention is also available.

Several types of consultation services are offered to faculty, staff, administration, and student groups. Clinical and program consultation are provided as well as training of professional and student staff. In collaboration with academic departments and student services offices, outreach programs are developed to assist special populations and students with specific needs. In all services, consideration is shown for diverse backgrounds, and value systems.

CAPS staff represents and favors a variety of theoretical positions including psychodynamic, cognitive-behavioral, feminist, interpersonal, existential, humanistic, and systems perspectives. Generally, an integrated approach to counseling and psychotherapy is shared by the staff.

Training Program

Philosophy and Aims

CAPS offers an APA-accredited doctoral internship in Health Service Psychology. The internship is both training and service oriented.  Interns are considered to be developing professional psychologists and are treated as colleagues.  While preparing interns for multifaceted careers, the internship provides a unique preparation for those aiming for careers in university counseling centers.  The aims of the training program are to support continued development in clinical skills, outreach and consultation, and scholarly and professional development.   A multicultural and diversity focus is thematic throughout the internship program.  Ongoing development of ethical and legal standards, professional values, attitudes and behaviors, and communication and interpersonal skills are also emphasized.

Interns are expected to participate in all areas of service delivery and supervision.  Opportunities exist to develop or expand upon special interests.  Along with a senior staff of counseling and clinical psychologists, interns study, discuss, and apply psychological theory, principles, and findings.  Interns completing the program successfully will be competent for the entry level of practice.  They will have demonstrated the capability to function autonomously and responsibly as practicing psychologists.

Competencies and Outcomes

The internship has established the following competencies, elements & learning outcomes:

Competency #1: Research

Interns demonstrate knowledge, skills, and attitudes to integrate theory and research to inform practice across all professional activities.

Outcomes: 1) reads, evaluates, and utilizes interventions informed by empirical research in individual and group therapy, outreach and consultation, diversity seminar, clinical supervision, and scholarly activities; 2) develops treatment plans on basis of chosen theoretical orientation and relevant research; 3) demonstrates ability to use research to evaluate clinical effectiveness and modify treatment interventions appropriately; 4) ability to independently evaluate and disseminate research and scholarly activities (e.g., case conference, case presentations, supervision, outreach, dissertation) at the local, regional, or national levels.

Competency #2: Ethical and Legal Standards

Interns demonstrate knowledge and application of the profession’s ethics and legal standards across all professional activities.

Outcomes: 1) knowledgeable and applies ethical and professional codes, standards, and guidelines in accordance with the current American Psychological Association Ethical Principles; 2) knowledgeable and applies California laws and statutes pertaining to the practice of health service psychology, including the areas of confidentiality, child abuse reporting, duties under the Tarasoff decision; 3) follows policies and procedures at the department and university levels; 4) independently recognizes ethical and legal issues, analyzes them accurately, and addresses them appropriately.

Competency #3: Individual and Cultural Diversity

Interns demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities across all professional activities.

Outcomes: 1) Demonstrates self-awareness and knowledge about their own cultural background and how it may impact the counseling process; 2) Demonstrates awareness of own cultural similarities, differences, and biases (e.g., racial/ethnic identification, sexual orientation, gender and gender identity, ability status, spiritual/religious identity, etc.) within the therapeutic process; 3) Demonstrates ability to identify, address, and integrate diversity issues (culture, ethnicity, nationality, immigration status, gender, gender identity, sexual orientation, ability status, SES, religion, age, and others) to conceptualize and develop culturally congruent interventions across all professional activities, including, research, supervision, consultation, outreach, and service; 4) Demonstrates understanding of the intersection of multiple identities; 5) Demonstrates knowledge of differences between culture bound values within counseling and culture specific values/knowledge of an individual, group, and/or community (e.g., diagnosis and treatment planning, language barriers); 6) Utilizes research, theory, educational, consultative, and training experiences to enrich understanding and effectiveness in working with areas of individual and cultural diversity ; 7) Initiates consultation and supervision for issues related to diversity; 8) Demonstrates ability to recognize the limits of their competencies and recognize developing expertise in working with diverse groups and diversity issues.

Competency #4: Professional Values, Attitudes, and Behaviors

Interns demonstrate attitudes and behaviors that reflect the values of the psychology profession.

Outcomes:1) Demonstrates professional conduct by completing responsibilities promptly (e.g., appearance, punctuality, clinical documentation, prepared for supervision, brings recorded counseling sessions); 2) Demonstrates professional values and attitudes by behaving in ways that reflect the values and attitudes of psychology, including, integrity, accountability, lifelong learning, and concern for the welfare of others; 3) Demonstrates ability to engage in ongoing self-reflection and self-assessment in recognizing and addressing one’s personal and professional functioning (e.g., self-care, managing personal stress; 4) Demonstrates ability to non-defensively receive and respond to feedback from supervisors and peers; 5) Demonstrates ability to share constructive feedback with supervisors and peers; 6) Demonstrates a willingness to process intern-supervisor dynamics with the supervisor; 7) Demonstrates ability to respond professionally in increasingly complex situations with a greater degree of independence (e.g., takes initiative, works independently and consults when appropriate); 8) Formulates realistic professional goals for self; 9) Seeks appropriate consultation from supervisor and takes active responsibility for learning in supervision by ongoing self-assessment and review of training goals.

Competency #5: Communication and Interpersonal Skills

Interns demonstrate ability to communicate effectively, to interact appropriately, and to develop professional relationships across all professional activities.

Outcomes:1) Establishes respectful, productive, and culturally sensitive relationships with staff members, supervisors, fellow interns, clients/students, and campus community members; 2) Demonstrates ability to engage in self-reflection and is open and responsive to feedback about interpersonal skills and communication style; 3) Demonstrates ability to manage professionally challenging situations, acknowledges own role, and utilizes supervision appropriately in taking steps to problem-solve conflict appropriately; 4) Demonstrates effective interpersonal skills and the ability to manage difficult communications well; 5) Communicates effectively, in written and oral form, to other professionals (e.g., case presentations, outreach presentations, etc).; 6) Ability to write comprehensive and professional documentation that is concise, informative, well-integrated, and sensitive to a range of audiences.

Competency #6: Assessment

Interns demonstrate competency in conducting evidence-based assessment.

Outcomes:1) Demonstrates knowledge and ability to apply assessment methods based on empirical literature.; 2) Demonstrates current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths, cultural background, and psychopathology; 3) Conducts a thorough clinical interview including social, cultural, psychological, and biological histories; 4) Collects relevant data using multiple sources and methods while attending to relevant diversity characteristics of the client; 5) Interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while being aware of decision-making biases; 6) Demonstrates ability to communicate findings and implications verbally and in writing in an accurate manner and sensitive to a range of audiences; 7) Demonstrates ability to assess and make appropriate recommendations for treatment; 8) Demonstrates ability to effectively conduct crisis assessment and accurately screen for immediate safety and health needs, including risk and protective factors (e.g., cultural, environmental, individual).

Competency #7: Intervention

Interns demonstrate competency in evidence-based interventions, across indivdiual and group counseling, on-call.

Outcomes:1) Demonstrates ability to establish and maintain an effective counseling relationship with a wide variety of clients; 2) Applies relevant theory and research to clinical decision making; 3) Develops and implements treatment plans consistent with theoretical orientation, relevant research literature, assessment findings, diversity, and developmental context of client; 4) Demonstrates ability to evaluate clinical effectiveness and modify treatment interventions appropriately; 5) Effectively facilitates the therapeutic phases of counseling; 6) Demonstrates an awareness of and ability to work through countertransference; 7) Demonstrates ability to effectively utilize a brief model of counseling; 8) Demonstrates ability to develop an effective plan for intervening in crisis situations including mobilization of client support network, referral, hospitalization, and appropriate follow up.

Competency #8: Supervision

Interns demonstrate appropriate knowledge of supervision models and practices, and the ability to apply this knowledge in direct or simulated practice with psychology trainees or other health professionals.

Outcomes:1) Demonstrates ability to apply knowledge of theories and models of supervision when conceptualizing and intervening with supervisees; 2) Demonstrates ability to communicate how own theoretical orientation influences supervisory style; 3) Demonstrates ways to explore transference and countertransference in supervision; 4) Demonstrates strategies to foster a strong working alliance with a supervisee; 5) Demonstrates ability to provide constructive and timely feedback as a supervisor; 6) Demonstrates knowledge and ability to explore issues of diversity with supervisee; 7) Communicates knowledge and attends to legal and ethical responsibilities as a supervisor; 8) Able to assess and identify own strengths and growth areas as a supervisor to improve the supervisory work.

Competency #9: Consultation and Interpersonal/Interdisciplinary Skills

Interns demonstrate the ability to consult with other health care professionals, interprofessional groups, and multidisciplinary settings.

Outcomes:1) Critically evaluates and integrates relevant research on specific topic and/or population for consultation and outreach; 2) Understands the various types of consultation and consultation processes; 3) Demonstrates ability to assess the consultation needs of a group or organization; 4) Demonstrates ability to design, implement, and evaluate consultation projects; 5) Effectively consults with psychiatrist, case manager, and/or other mental health professionals regarding clients; 6) Provides effective psychological consultation to university community (e.g., faculty, staff, and third-parties) while maintaining appropriate boundaries for client and department; 7) Demonstrates ability to design, implement, and evaluate outreach programs for specific populations.

Counseling and Training

Clinical Skills

Short-term counseling and psychotherapy are the primary means of direct service delivery.  Interns can expect significant experience and supervision in individual short-term counseling.  A limited number of clients may be seen long-term; interns may expect to follow two cases for the full year.  Interns will be scheduled for crisis coverage on a weekly basis, with supervision and consultation readily available.  Interns conduct intake interviews on a weekly basis.  Along with behavioral observation, structured clinical interviews, and assessment, interns utilize standard diagnostic systems such as the DSM-V in client conceptualization and treatment planning.

Training Seminars

Two special bi-weekly seminars focus on diversity training and outreach/consultation. In addition, clinical seminar topics include brief therapy; crisis intervention; clinical assessment; group counseling; psychotherapy integration; and clinical supervision.

Group Counseling

A special component of the internship is training and practice in group counseling. CAPS maintains an active group program each semester. The groups offered may be process oriented or structured, general therapy or theme based, for the general population or for special populations. Typically, interns co-lead one group each semester.

Outreach and Consultation

Training in outreach services is emphasized.  Training in the various forms of consultation is provided.  Among those who make use of the consultation services are academic support and student services as well as faculty and staff.  Outreach programs seek to promote positive student development in a variety of settings.  Staff and interns are also available to provide requested workshops, training seminars, and didactic presentations.  Psychological debriefing sessions are offered following a traumatic event.  Interns may participate in the development of new outreach programs as well as in continuing programs.  Each intern will be assigned to a formal liaison relationship with a campus program or organization.  The internship offers an opportunity to design and facilitate psycho-educational groups.  Outreach programs and consultation projects are developed and implemented with support from senior staff.

Diversity Training

Located in Los Angeles County, California State University, Long Beach offers an extremely diverse student population.  The development of competence in the provision of counseling and consulting services to diverse individuals and groups is emphasized.  Interns are expected to actively seek out experiences of diversity with students, clients, and colleagues.  The training focus is based on the premise that awareness of one’s own values, assumptions, and behaviors is necessary in order to develop into a competent clinician.  Interns participate in a weekly diversity training seminar that is both didactic and experiential in nature.  Multiculturalism is infused within clinical supervision, training seminars, counseling, and outreach.

Diversity Training Opportunities: There are a range of diversity training opportunities at CSU Long Beach.  We have a highly diverse staff that is involved with clinical, community, and professional activities that reflect our commitment to multicultural issues.  We expect intern involvement in these activities and support interns in their areas of interest.  Examples of diversity training opportunities that interns have been involved with include:

  • Latina Connections Conference
  • Sisterfriends African American Women's Support Group
  • Asian American Women's Support Group
  • Educational Equity Programs
  • LGBT Resource Center
  • Women and Gender Equity Resource Center
  • Women, Gender, and Sexuality Studies
  • Center for International Education
  • International Student Association
  • University Interfaith Center
  • Latinas at the Beach
  • Men’s Success Initiative
  • Mi Casa Mi Universidad Office

Scholarly and Professional Development

The purpose of the internship year is to maximize the progress of the interns toward their professional goals.  Time may be available during semester breaks, spring break, and summer session for completion of dissertation or other research projects.  Interns are encouraged to participate in local and national training workshops and conferences, professional associations, and continuing education opportunities. Professional development module topics include: communication styles, interviewing, licensing, and professional self-care.

Professional release time is granted and limited financial support is provided when funds are available.

Typical Weekly Schedule

Direct Services
No. of Hours
Intake Interviews
Crisis Intervention
Individual / Couples
Outreach and Consultation
No. of Hours
Individual Supervision
Group Supervision with Training Director
Group Co-Facilitator Supervision
Case Conference Meetings
Training Modules
Diversity Seminar*
Outreach Seminar*
No. of Hours
Case Management and Notes
Staff Meeting
40 Hours
*Seminars are 2 hours every other week 
Intern Evaluations

Supervision and Training

Intensive direct supervision in individual and group counseling is a significant component of the training program. Training includes video supervision. Personal exploration and awareness is valued and encouraged while personal boundaries are respected. Interns receive supervision individually for two hours and as a group for two hours on a weekly basis. Assigned individual supervisors are changed at the end of each semester so that the intern is exposed to more than one perspective and supervisory style. Individual supervision is provided by licensed counseling and clinical psychologists. Supervision for the intern group is the responsibility of the Training Director. Case consultation also occurs on a weekly basis during Case Conference Meetings with staff psychologists.

Distance education technologies are not currently used for training and supervision.

Intern Evaluations and Requirements

The Training Director coordinates the training program and reviews the progress of the interns throughout the year. At the start of the year, the Training Director reviews the opportunities available and the amount of time to be devoted to core responsibilities and to individually tailored service and training activities. Interns meet weekly with the Training Director to discuss general and specific training issues. These discussions enable the Training Director to maintain awareness of the progress and problems confronted by the intern and to process developmental tasks and issues of the intern. The Training Director will provide guidance for interns dealing with specific problems or staff conflicts, and will intervene directly when necessary.

In the context of the supervisory relationships with the primary clinical supervisor and Training Director, the intern receives ongoing feedback regarding professional strengths and areas in need of improvement, particularly in the area of counseling and psychotherapy. The Training Committee, clinical supervisors, seminar leaders, and group co-leaders meet each month to review the progress of all interns. At mid-semester the primary clinical supervisor provides informal, verbal feedback to the intern regarding progress and goals. A written evaluation and formal meeting will be scheduled if problems that require a remedial plan are identified. At the end of each semester, the clinical supervisor provides a comprehensive, written formal evaluation of the intern. The intern meets with the supervisor and Training Director to review these evaluations. Perceptual or factual differences between these evaluations are expected to be resolved during this meeting. Each training seminar leader provides a brief, written evaluation of the progress of the intern at the end of each semester.

Following the meeting with the intern and the clinical supervisor, the Training Director integrates the evaluations of the intern and meets with the intern to provide a summary evaluation which is forwarded to the academic program. The intern is provided the opportunity to review progress and negotiate new training goals. The intern is given the opportunity to provide input and suggest changes and modifications to the program. Identified concerns and suggestions may be taken to the Training Committee, the staff, or the intern group by the Training Director.

Generally, intern competence is measured by direct observation of their work; collaboration in outreach and consultation projects; co-therapy with staff psychologists; structured and narrative ratings of clinical performance; written client feedback; case presentations; intake, termination, and crisis reports; progress notes; and written summaries of experiences. Completion of training experiences and outcome criteria in all areas of the core curriculum is monitored using a checklist.

Internship Admissions, Support, and Initial Placement Data

Internship Program Admissions Table

Updated 09/01/2020

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:

Interns are selected on a competitive basis from a nationwide pool of applicants and are from both universities and professional schools of psychology.

Applicants must have permission to work in the United States. Applicants must have permission to work for the entire length of the 12-month, full-time internship period.

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

Total Direct Contact Intervention Hours Yes 450 Hours
Total Direct Contact Assessment Hours No  

Describe any other required minimum criteria used to screen applicants:


  • The applicant is a doctoral candidate in counseling or clinical psychology at a regionally accredited university or school of professional psychology.
  • The candidate is from an APA accredited program.
  • The applicant must have completed all courses and practica.
  • The applicant will have completed and passed comprehensive examinations by rank day.
  • The applicant is from an academic program that offers training in life-span development, community psychology, multicultural counseling and group process that is directly applicable to work in a comprehensive counseling center serving an urban university community that places value on all forms of diversity.
  • The applicant is certified as ready for internship by their doctoral programs.
  • The training of the applicant complies with current ethics and standards of practice of the American Psychological Association.


  • The applicant should have a strong desire to examine attitudes, assumptions, behaviors, and values in order to learn to work effectively with all forms of diversity.
  • The applicant expresses interest in gaining breadth of knowledge and experience.
  • The applicant has expressed an interest in generalist training and career goals.
  • The applicant expresses comparable goals and interests to what is offered at this training facility.
  • The applicant expresses genuine interest in college students, i.e., an appreciation for and knowledge of the developmental concerns of this population.
  • The applicant expresses interest and openness to the training experience this site has to offer.


  • The applicant has practice experience with outpatient adults and/or adolescents with a range of symptoms.
  • The applicant has completed a minimum of 450 intervention hours as indicated on the application for Psychology Internship.
  • The applicant already possesses knowledge, skills, and interests that will meet some of the current needs of CAPS and its clientele in terms of clinical, outreach, and consultation services.
  • Previous experience in a university counseling center is desirable but not required.


  • The applicant has demonstrated higher-level interpersonal skills as described by reference letters and exhibited during the interview.
  • It is predicted that the applicant will demonstrate interpersonal fit and comfort with the current staff.

Selection Schedule

Refer to the APPIC Directory for the date that application materials are due and the interview notification date. Interviews are conducted via zoom and occur in mid December.

Application Procedure

Dear Internship Applicant:

I offer you my congratulations for your academic and professional accomplishments as you now prepare for internship. I am very pleased that you are considering our internship and hope that you decide to apply to our APA accredited training program. I hope that our website provides you with useful information about our internship, university, and city.

We participate in the APPIC Internship Matching Program. Our program code number for matching is 112711. You must obtain an Applicant Agreement Package fromNational Matching Servicesand register for the Matching Program in order to be eligible for 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.

In accordance to CDC guidelines, we are unfortunately unable to host on-campus visits for the time being. If you have any further questions, concerns, or are interested in contacting the training director, Diane Hayashino, please use the email address below or email the Assistant to the Doctoral Internship, Giselle Gonzalez, at Interviews will be conducted via zoom. We follow the APPIC Schedule and Match Policies. You will find a list of required application materials below.


Diane Hayashino, Ph.D.
Training Director
Program Code #112711

Required Application Materials

AAPI Online Application includes:
  • Cover Letter
  • Graduate Transcript
  • Curriculum Vita
  • 3 Letters of Reference (three references familiar with your graduate work, at least one of whom has been your clinical supervisor)

Note: All application materials are submitted online through AAPI Admissions by Liaison. A CSULB application, graduate transcript, and other personnel forms will be required for interns matched with our site. Because of the nature of this position, the University requires that interns matched with this site successfully complete a felony conviction records check prior to assuming the position. We will make these arrangements for you on our campus.

Stipend and Benefits

Financial and Other Benefit Support for Upcoming Training Year

Updated 8/6/2019

Annual Stipend/Salary for Full time interns $32,000
Annual Stipend/Salary for Half-time interns Not Applicable
Program provides access to medical insurance for intern? Yes

If access to medical insurance is provided:

Trainee contribution to cost required?


Coverage of family member(s) available?


Coverage of legally married partner available?


Coverage of domestic partner available?


Hours of Annual Paid Personal Time off (PTO and/or Vacation)


Hours of Annual Paid Sick Leave


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?


Other Benefits (please describe)

Comprehensive benefits include a health plan (including vision and dental); access to the university library; and a limited travel allowance when funds are available.

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

The interns have administrative assistants available to them for scheduling, mailings, flyer design, and assistanace with personnel procedures. Opportunities for co-programming with staff from other student services offices are available. Consultation with an in-house psychiatrist and case manager is available.

Each intern occupies a well-appointed individual office that includes a PC with the Windows environment. They have access to campus email and the internet. Digital recorders are provided to each intern. A small training library includes DVDs and current books on the subjects of psychotherapy and consultation.

Placement Data

Initial Post-Internship Positions

Updated 09/15/2020

Total # of interns who were in the 3 cohorts
Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree
Community mental health center
Federally qualified health center
Independent primary care facility/clinic
University  counseling center
Veterans Affairs medical center
Military  health  center
Academic  Health Center
Other Medical Center Or Hospital
Psychiatric Hospital
Academic University/Department
Community College Or Other Teaching Setting
Independent  Research  Institution
Correctional Facility
School District/System
Independent Practice Setting
Not Currently Employed
Changed To Another Field

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.

Staff Profiles
Training Staff Profiles

Past Interns' Reflections

Past Interns' Reflections

Below are past interns' reflections about their training experiences. We hope you find this information useful as you start your internship applications process.

Q1: How would you describe your internship training year/CAPS/CSULB campus experience? Please feel free to respond to one or all of these in the space provided.

  • The experience was a very positive one. I felt supported, challenged in a good way, and valued as a trainee and professional. I learned and grew in the area of multicultural counseling through addressing diversity in supervision, group supervision, and staff discussions. I became confident working in different capacities (e.g., outreach, process group, etc.) and was prepared for a postdoc in college counseling.
  • My training experience at CAPS at Long Beach was excellent! I felt supported in my development as a psychologist. Additionally, I felt welcomed and integrated as part of the CSULB team. After my experience at CAPS, I felt prepared to work at a university counseling center. If one is interested in working at a university counseling center with a diverse student population, then CAPS would be great place for that experience.
  • I loved my time at CAPS and was sad that it ended.  From beginning to end it felt like I had landed right where I was supposed to be.  The relationships I formed with staff have outlasted my internship and I am eternally grateful for the staff's investment in training.  My favorite thing about my time at CAPS is working with the students.  I LOVE LOVE LOVE CSULB's students.  I was able to essentially strengthen my specialty areas working with students of color, first generation students, and survivors of sexual trauma.
  • Supportive, balanced, and diverse.
  • Student population at CSULB is very diverse. It’s a challenging yet rewarding year.
  • I loved my internship year at CSULB CAPS. Everyone is invested in training and genuinely cares about the interns in their professional and personal growth. I felt supported and knew I could ask for help when needed. The staff and student population is very diverse. I enjoyed all the training seminars and definitely appreciated the emphasis in diversity and multiculturalism. I was able to use my voice, propose ideas on projects I was interested in, given the autonomy needed for my professional growth, and felt like I was part of the team. I will miss working at CAPS!
  • My internship year was challenging, but the staff and Diane supported and encouraged me to meet the challenges before me.

Q2: What was unique about your internship training at CAPS?

  • What made the experience uniquely special was the staffs’ commitment to training, especially Diane as Training Director. Her relational style, genuineness, care, and expertise facilitated my growth as a trainee and provided a model of a professional that I strive to be.
  • The diversity of the student population and students' presenting concerns reflected more concerns found in community counseling. Consequently, it impacted the clinical experience and provided opportunities in working with a variety of concerns. The diversity of the staff at CAPS was also welcoming and refreshing to see.
  • I think what made my training at CAPS unique was a combination of feeling safe and supported, my desires to stretch beyond conventional, and space to do so.  CAPS training staff were supportive in my endeavors to further develop uniquely according to my interests in body inclusive work and creative interventions.  Thus, I was able to strategically tailor my professional development with these goals in mind.  Ultimately, this set a strong foundation for me to move forward in confidence and with invaluable experiences that support my approach to the work.
  • Diversity training, warm and friendly environment.
  • I appreciate the opportunity to create my own consultation project to work with the population that I am very interested in. I also appreciate that we have a very caring training director who cares about both of my professional and personal growth.
  • The staff genuinely cares about the interns! Everyone is invested in the personal and professional development of the interns and I felt very much supported throughout the year when challenges in different area of my life arose. I was able to propose ideas and tailor different internship experiences (e.g., consultation project, outreach workshops) to my interests.
  • The immense diversity among students on campus, the range of student issues I was able to gain experience in, and the fact that this was my first full time clinical position were unique for me.

Q3: What words of wisdom would you like to share with incoming interns to help with the transition to internship and working at CAPS?

  • Take the time to genuinely self-reflect as you complete the work in order to get the most out of your training and use your intern cohort to process, help each other, and have fun!
  • *Complete dissertation before starting internship. A good dissertation is a "done" dissertation. :) *Transitioning into an 8a-5p schedule took a bit of time.
  • Get to know all of the staff; they all have special gems that only they can offer you.  Be your own advocate. Ask for what you need or want, the worst thing that can happen is that you are told no and then you go back to the drawing board with support and new ideas...And lastly get to know the campus, go for walks, eat lunch outside on the grass, and at the end of the year sit by the fountain during graduation time and take in all the excitement.
  • Take advantage of all of the opportunities you have and don't be afraid to ask questions, propose ideas, etc. You will get out of the experience what you put into it! :)
  • Renting an apartment in Long Beach is challenging. Look for apartments early! Make sure that you have healthy doses of self-care. Take advantage of the nice weather and beaches; you deserve it!
  • If you can, finish your dissertation or get as much of it done as possible before internship starts! The staff here is very supportive if you are still working on your dissertation during internship, however, you will reduce your stress load if your dissertation is done. If anything comes up during the year, don’t hesitate to talk about it with Diane, your individual supervisor, group supervisor or seminar leaders! Seek support and access the resources you have here at CAPS.
  • I would encourage interns to challenge themselves and use internship year to develop their professional identity. Clinical work is challenging, but also extremely rewarding, and I hope interns come in with an open mind and explore different facets of being a full time university counseling center clinician at CAPS.

We are an American Psychological Association (APA) Accredited Doctoral Internship Training site.