Skip to main content Skip to navigation
Cougar Health Services Counseling and Psychological Services

Doctoral Internship in Health Service Psychology



The Washington State University Counseling and Psychological Services Doctoral Internship in Health Service Psychology is accredited by the American Psychological Association (APA) Commission on Accreditation. The next APA site visit is scheduled for 2023.

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street NE
Washington, DC 2002


Washington State University Counseling and Psychological Services 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 prior to Uniform Notification Day.

APPIC Number 1618 Internship Program

About Counseling and Psychological Services

We provide a wide variety of services for students, including unlimited group counseling and workshops; brief, focused individual therapy; psychological assessment; substance abuse assessment and intervention; consultation and outreach; and graduate and undergraduate training. As a unit in the Division of Student Affairs, we address the mental health needs of students and contribute to the quality of life of the campus community.

About The Internship

Updates for the 2019-2020 internship year will be posted by mid-June.

The 2018-2019 doctoral internship is a full-time, 12-month professional position that prepares interns for entry-level positions in a range of health service psychology settings, including university counseling centers.

The stipend is $27,938.11 with additional benefits, including health coverage, life insurance, and accrual of sick leave and vacation days. The internship begins July 1, 2018 and concludes on June 30, 2019.

The training program is designed to support ongoing self-appraisal while developing specialized skills in a range of interventions for a variety of client types and systems. Interns provide supervised individual and group counseling (and possibly couples counseling), crisis intervention, psychological testing and consultation, and outreach. Interns also supervise practicum students’ triage assessments and workshop facilitation.

Additional opportunities include biofeedback training/practice, in addition to clinically-related minor rotations or serving as a liaison to such offices as International Programs, Multicultural Student Services, and the Gender Identity/Expression and Sexual Orientation Resource Center. An optional three-week inpatient treatment rotation is also available.

The University and the Area

Washington State University, the state’s land-grant university, is located in Pullman, a college town of 9,000.

The University enrolls approximately 20,000 students, including 2,000 graduate students, and has about 1,200 faculty members. In addition, WSU has 1500-2000 students at three branch campuses. Fifty-two departments in seven colleges offer degrees in nearly 100 fields with master’s and doctoral degrees available in most.

Together with the University of Idaho, located 8 miles east in Moscow, ID, WSU provides cultural and intellectual opportunities for a combined community of 50,000. WSU is situated in rolling wheat fields, with nearby mountains, lakes and rivers of Washington, Idaho, and Oregon.

For more information on the university, check out the WSU homepage and the Department of Student Affairs.

Commitment to Diversity

Counseling and Psychological Services shares Washington State University’s commitment to diversity. As stated in WSU’s Administrative Professional Handbook: “WSU endeavors to model, for the state and nation, a community of individuals who seek what is best for each other. The University respects and significantly benefits from diversity such as may be expressed through racial/ethnic, gender, cultural, disability, sexual orientation, and socioeconomic differences among the faculty, staff, and students. The University takes seriously its responsibility to offer educational and professional opportunities equitably to all qualified persons it can accommodate. The University, through its curriculum, programs, and services, provides understanding and supportive interaction among diverse population groups and respects individuals’ personal values and ideas. It is incumbent upon each member of the WSU administration, faculty, and staff to make every good faith effort to fulfill this commitment.”

Internship Admissions, Support, and Initial Placement Data

Program tables last updated June 30, 2017


We consider applicants from APA-accredited training programs in counseling or clinical psychology who are in their final year of study.

Applicants must be in good standing with their academic department, must have passed their comprehensive exams, and must have defended their dissertation proposal by the application deadline.

Applicants should have previous, well- documented, supervised counseling experience, and should be prepared to work with clients presenting with moderate psychopathology and a wide range of clinical diagnoses (e.g., anxiety and mood disorders, relational and identity concerns, trauma symptoms, substance abuse, body image concerns and eating disorders, and personality disorder traits).

Applicants must be comfortable working with a diverse clientele. College counseling experience is preferred, but not required.

Minimum Total Direct Contact Intervention HoursYes350
Minimum Total Direct Contact Assessment HoursNoN/A
Other Minimum Requirements
Minimum Total Individual Adult Therapy HoursYes150
Completion of written integrated assessment reportYes1
Administration of WAIS, WISC or WJ Cognitive Assessment (child or adult)Yes1
Administration of WIAT or WJ Achievement Assessment (child or adult)Yes1

Note: Assessment requirements may be fulfilled through practice within a class. Applicants should explicitly address fulfillment of these requirements in their cover letter or AAPI hours.

Application Procedures

Our internship uses the AAPI online process, which is part of the APPIC Internship Matching Program. Please download the APPIC Match Policy and the Matching Program information. Applicants must obtain an Applicant Agreement Package from the above site and register for the Matching Program in order to be eligible for a match to our program. The application deadline is midnight PST on November 6, 2017.

The application requires three recommendation letters from those familiar with your recent professional development. At least two of these letters must be from recent direct therapy supervisors who are familiar with your counseling and therapy practice. These should thoroughly address your clinical/counseling abilities and needs.

One of these three letters may be from your director of clinical training, who is also required, as part of the APPIC application form, to certify your eligibility and readiness for internship and detail your progress toward completing doctoral requirements. The APPIC form itself does not substitute for a third letter. The recommendation letters should be submitted using the AAPI online process.

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 prior to Uniform Notification Day.

WSU is an Equal Opportunity/Affirmative Action Employer.

Interview Procedures

All interviews will be conducted by telephone. We will inform applicants of their interview status by December 14, 2017. Interviews are generally scheduled from mid-December through mid-January.

Pre-Employment Screening

We conduct pre-employment screening for doctoral interns who match at our site. This involves completion of criminal background checks within the state of Washington and nationwide.

Intern applicants who match for the doctoral internship at CAPS will be subject to a pre-employment background check as a condition of employment. Background checks will be conducted following the APPIC Match, and offers will be contingent upon successfully completing the background check.

Successful completion of the background check would require that the intern has no record of criminal history that would prohibit them from providing psychological counseling according to the laws of the State of Washington (see RCWs 43.43.830 – 43.43.842).

Financial and Other Benefit Support

Annual Stipend/Salary for Full-time Inters: $27,938.11
Annual Stipend/Salary for Half-time Interns: N/A

Program provides access to medical insurance for intern? Yes

  • Trainee contribution to cost required? Yes
  • Coverage of family member(s) available? Yes
  • Coverage of legally married partner available? Yes
  • Coverage of domestic partner available? Yes

For details on the university’s benefit plans, visit Human Resource Services.

Hours of Annual Paid Personal Time Off/Vacation Leave: 22 days
Hours of Annual Paid Sick Leave: 12 days
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns in excess of personal time off and sick leave? Yes

Other Available Benefits:

  • Dental insurance
  • Life insurance
  • Disability insurance
  • Voluntary contributions to retirement
  • Up to $200 towards professional development
  • Up to 2.5 days of training leave, without prior authorization

Interns are requested to take 5 days of annual/vacation leave at the end of internship to allow CAPS staff transition time between intern cohorts. Interns need to be mindful of the 500 direct service requirement and the 2,000 hour internship requirement when considering how to use their personal time off.

Initial Post-Internship Positions (2013 – 2016)

Total number of interns who were in the 2013-2106 cohorts: 12
Total number of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree: 0

For the table below, PD = post doctoral residency; EP = employed position

Community mental health center10
Federally qualified health center00
Independent primary care facility/clinic00
University counseling center14
Veterans Affairs medical center00
Military health center00
Academic health center00
Other medical center or hospital00
Psychiatric hospital00
Academic university/department3*1
Community college or other teaching setting00
Independent research institution00
Correctional facility00
School district/system00
Independent practice setting02
Not currently employed00
Changed to another field00

*Non-UCC university departments: psychology clinic, athletics department, disability resource center

Contact Information

For further questions, contact Jane Barga, Ph.D., Training Director
Phone: 509-335-4511
Mailing Address:
Counseling and Psychological Services
Washington State University
PO Box 642333
Pullman, WA 99164-2333

Internship Philosophy, Aim, and Competencies

The CAPS Doctoral Internship Training Program in Health Service Psychology is based upon a Practitioner Scholar Model. As such, the purpose of our program is to train interns whose work is informed by practice, theory, and research, and who take into account individual, cultural, and societal considerations in their clinical work and service delivery.

The aim of the CAPS Internship Program is to provide the professional training and experience necessary for independent entry-level work as a health service psychologist in a wide variety of settings, including university counseling centers. We are invested in helping interns develop a range of competencies through which they may implement a broad set of skills, theoretical and clinical knowledge, and methods of inquiry in the practice of psychology. Common to all of these competencies is the further refinement of ethical decision-making and the proficiency to professionally engage in multicultural and diverse settings.

In accordance with the APA Standards of Accreditation, there are nine profession-wide competencies in which interns are trained and evaluated:

  • Research
  • Ethical and Legal Standards
  • Individual and Cultural Diversity
  • Professional Values, Attitudes, and Behaviors
  • Communication and Interpersonal Skills
  • Assessment
  • Intervention
  • Supervision
  • Consultation and Interprofessional/Interdisciplinary Skills

Interns receive ongoing feedback regarding their professional strengths and areas/skills in need of improvement in the profession-wide competencies. The Training Committee meets quarterly to discuss and provide verbal feedback to the individual clinical supervisor and Training Director about each intern’s performance. The individual clinical supervisor completes the related evaluation form and discusses it with the intern. Assuming that there are no “below expected level of competence” ratings, the supervisor and intern sign the completed form indicating that it has been reviewed by both parties. Quarterly evaluations are forwarded to the Training Director, and the 6-month and 12-month evaluations are additionally forwarded to the intern’s Director of Clinical Training in their academic department.

Training & Supervision


Interns begin their program with a foundation of didactic and clinical experiences from their academic training. We believe the internship year is a time to utilize these skills and knowledge in a more intensive manner, to develop new skills, and to transition from graduate training to entry-level practice in health service psychology.

In preparation to become psychologists, we believe that interns should systematically increase their assurance and skills in providing a range of interventions to various client types and systems. Interns pursue this objective through collaborative work with faculty members and closely supervised clinical practice.

We support interns’ growth and development through sequential and cumulative didactic training, mentoring, modeling, support, and feedback. Interns are able to gain specific exposure to the many roles and responsibilities of a generalist health service psychologist.

At CAPS, this includes triage assessments, individual counseling, group and workshop facilitation, crisis response and management, on-call service, substance assessments and interventions, provision of supervision, outreach and consultation, testing, and research.

Early on in the training year interns are provided with more didactic training, modeling, and close oversight of their activities. As the year and the interns’ skills progress, the interns gain more independence. By the end of their training year, the expectation is that interns are ready to enter practice in a variety of health service psychology settings.

In accordance with policies of the Association of Postdoctoral and Psychology Internship Centers (APPIC), at the onset of the internship, the Training Director contacts the intern’s academic program to invite them to offer guidance in identifying and working with the intern’s individual needs.

Summer Orientation

The internship training year starts six weeks before the academic year begins. This allows for a structured summer orientation period with predetermined training seminars and meetings. Interns may start to see one or two clients during their first two weeks of orientation. As the six weeks progress, there are fewer training seminars and meetings and more scheduled direct service activities.

During orientation, summer clinical supervisors are assigned (rather than chosen by the intern) and outreach activities are assigned, often with two interns working together. These outreach activities tend to be more structured with an outline and presentation material provided to the intern.

Training seminars during the summer orientation address CAPS policies, procedures, and activities, with extensive training around service delivery. This involves triage assessments, risk assessments, detox assessments, crisis management, AOD assessments, group and workshop facilitation, individual therapy, outreaches, stress reduction and biofeedback, LD/ADHD assessment, documentation, provision of supervision, diversity awareness, and ethics.

During this time, interns are scheduled to meet informally with individual faculty members, often during breakfast or lunch. Interns also meet with various campus partners, including the Dean of Students, Residence Life, Multicultural Student Services, Gender Expression/Identity and Sexual Orientation Resource Center, Academic Success and Career Center, Access Center, International Center, and Health and Wellness Services.

Interns therefore begin the academic year with knowledge of the work environment, an outline of their training year, and collegial contact and support.

Typical Training Schedule

We use a contracting process at the start of each semester, which is designed to keep the focus on our training objectives and the interns’ training needs, integrating these with CAPS’ overall mission.

The intern and the Training Director use a series of individual meetings to develop a weekly schedule specifying general responsibilities as well as those unique to each intern. We attempt to establish a contract for a commitment of 40 hours per week.

In a typical week, each intern can expect to:

  • Provide 11-13 hours of therapy (individual, group, workshops, and possibly couples)
  • Cover 3 hours of walk-in services
  • See up to 1 IMPACT client (sanctioned alcohol/drug violation intervention)
  • Receive 2 hours of individual supervision
  • Receive 1 hour of group supervision
  • Receive 1 hour of supervision of supervision
  • Participate in one 1.5 hour Special Topics seminars
  • Engage in 4 hours of Testing activities (actual testing or report-writing)
  • Provide 1-1.5 hours of supervision to a doctoral-level practicum counselor
  • Devote 3 hours to a minor rotation experience
  • Attend 1.5 hour faculty meeting

Other scheduled supervision, training, and service activities include:

  • Bi-weekly 1.5 hour intern process meeting
  • Bi-weekly 1.5 hour Supervision of Groups
  • Bi-weekly 2 hour Testing Seminar/Supervision
  • Monthly 2 hour Ethics Seminar
  • Monthly 2 hour Diversity Seminar
  • Twice per semester, 1.5 hour All-Agency Diversity Training. Each semester, two interns co-facilitate the second diversity training for practicum counselors; faculty support is provided
  • On-call services – approximately 3 weeknights/month and 2 weekends/semester; back-up consultation is available from faculty and other professionals
  • Outreach presentations – approximately 4 per semester
  • Consultation services – as needed

While the internship provides all interns with a common core of experiences, each intern may also develop minor specific training emphases.


During the first six weeks of the internship before the academic year has begun, interns receive two hours of individual supervision with a faculty member and two hours of group supervision led by the Training Director.

In preparation for the start of the academic year, interns have the opportunity to talk with all the faculty supervisors and to request their top three choices for fall semester supervision. In most cases, interns receive their first choice. If this is not possible or advisable for some reason, the Training Director will discuss other options with the intern.

This process is repeated for spring semester. The interns are expected to switch supervisors for spring semester, but can elect to continue into the fall with the supervisor they had during summer, or continue into summer with the supervisor they had in the spring.

Faculty supervisors practice from a range of theoretical perspectives, most working from an integrative orientation. You can find more information on our faculty’s professional affiliations and interests on our faculty and staff page.

In addition to the requisite two hours per week of individual supervision received, interns receive 1 hour of group supervision per week, 1 hour of supervision of supervision per week, and at least 1.5 hours of supervision of groups alternating weeks.

They also have the opportunity for supervisory consultation with faculty members who have expertise in diverse areas such as gender and multicultural issues, couples therapy, crisis management, psychological testing, and sexual trauma response.

Direct Services & Rotations

Direct Services

CAPS serves as the primary mental health agency for WSU students. Given our relatively rural and small town setting, local referral resources are limited, and we offer a fairly comprehensive range of services in order to best meet student needs. Our clinicians ground their work in psychological theory and research, integrating consideration of individual and cultural differences and diversity factors.

Direct clinical services include assessment; brief, focused individual therapy, including biofeedback; groups and workshops; crisis intervention; alcohol and other drug interventions; and outreaches. All of these activities, as well as the provision of supervision, are considered direct services and count toward completion of interns’ required 500 direct service hours.


Assessment is an integral part of interns’ training and service delivery. In order to develop and refine skills in assessment, problem formulation, and diagnosis, interns regularly conduct triage assessments and perform crisis evaluations.

Our clinicians use the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) as intake data, to inform treatment, and to track client progress and treatment outcomes.

Interns additionally receive training in providing alcohol/substance use assessments and interventions. Training in case presentation, formulation, and diagnosis of cases includes weekly individual and group supervision, with discussion on theoretical and diagnostic issues and guidance in the use of the DSM-5.

Our comprehensive testing services offer interns the opportunity to gain selected experiences in the administration and interpretation of ADHD and learning disability (LD) test batteries, as well as exposure to personality and some neuropsychological testing.

In addition to receiving testing supervision, interns participate in an assessment seminar that addresses questions of test interpretation, diagnostic formulation, and report-writing. Interns complete at least four full ADHD/LD batteries over the year and may choose a minor rotation in assessment in order to gain further testing experience.

Individual Therapy

Interns share fully in our provision of therapy services designed to help WSU students improve their mental health and wellness. Our treatment model assumes that the majority of students who seek services at CAPS can benefit from brief, focused counseling in either a group or individual therapy format.

The number of individual therapy sessions is determined by clinical need, as defined by the clinician. For students referred to individual counseling, most meet their treatment goals in 1-6 sessions, and are allowed up to 12 sessions per academic year (with a limit of 25 sessions during their tenure at WSU).

Our clientele present with a full spectrum of concerns, from the more frequent relationship, identity, or developmental issues to more complex affective, anxiety, psychotic, or personality presentations. Clients also seek services to address body image and eating disorder concerns, PTSD, substance use problems, and abuse/assault survivor issues, among others. Interested interns may also have the opportunity work with some couples.

Treatment starts with a brief triage assessment, after which a client is referred to appropriate services, including possible individual counseling. Individual therapy interventions are evidence-based, rooted in theory, and intentional. Biofeedback is one brief therapy option in which interns are trained.

Interns learn to be intentional with their therapy work, facilitating effective treatment and clinical service delivery. At times, best treatment requires consultation and coordination with local medical providers, community mental health counselors, and substance dependence treatment center staff. For those students who need or want longer-term or more intense individual therapy, CAPS clinicians help provide referrals to outside resources.

Theoretical approaches of staff include CBT, CPT, interpersonal, psychodynamic, constructivist, ACT, DBT, emotion-focused, systems and integrative, often with a multicultural or feminist lens.

Groups and Workshops

Our clinicians highly value groups and workshops as primary treatment modalities, and we offer unlimited group and workshop attendance to WSU students.

At the start of each semester, CAPS faculty and interns discuss possible skills-based, support, and interpersonal process groups to offer. These are determined by clinical needs, requests from specific client populations, providers’ interests, and faculty and intern expertise.

Groups frequently offered include Understanding Self and Others (various interpersonal process groups), Mindfulness, Body Acceptance, GLB Student Support, Trans Student Support, and Recovering Together from Family Distress. Workshop series on Navigating Distress (ACT-based), Mood Management Skills (DBT-inspired), Anxiety Management (CBT-based), and Increasing Motivation (CBT-based) are regularly offered as a primary interventions for low risk clients.

As group co-facilitators, interns work with senior staff members or postdoctoral residents in preparing and implementing groups. These activities may involve developing the group, helping with its advertisement, holding group orientation/screening meetings, co-facilitating, and evaluating outcomes.

Interns are also involved in groups and workshops by training and supervising practicum trainees as they co-facilitate the Navigating Distress and Mood Management Workshops with them. Interns participate in bi-weekly group supervision of groups, and may also receive supervision for their group and workshop work from the faculty co-facilitator or a designated CAPS faculty member.

Crisis Intervention

Interns regularly conduct risk assessments and manage client crises through our walk-in services and individual therapy. They also share after hours on-call responsibilities with CAPS faculty members, postdoctoral residents, and graduate-level counseling assistants, which includes providing consultation to parents or university personnel regarding students of concern.

Interns can expect to be on call a few weeknights each month and a couple of weekends each semester. Crisis coverage training occurs during intern orientation, and interns have faculty support and backup throughout the year.

Alcohol and Other Drug (AOD) Interventions

Interns participate in AOD interventions in several ways. During summer orientation, they are trained to provide educational outreaches on alcohol use and sexual decision making for incoming first-year and transfer students during WSU’s Week of Welcome.

Over the course of the year, they also receive training to provide one-on-one motivational interviewing-based interventions for sanctioned students who have received AOD violations through WSU’s Office of Student Conduct. These interventions may lead to follow-up AOD counseling appointments.

Finally, as part of the CAPS on-call services, interns may conduct AOD assessments (“detox evals”)  at Pullman Regional Hospital for WSU students who have been admitted to the hospital due to AOD-related medical distress. Interns interested in additional AOD experience may choose to complete an AOD minor rotation.

Outreach and Consultation

Interns provide outreach services to the WSU community throughout the year, facilitating at least four outreaches per semester. Specific experiences reflect a combination of the interns’ training needs and interests as well as the needs of the student population.

Structured outreaches in such areas as test anxiety or anger management may be provided to campus agencies or requesting groups. Some outreaches may be held in the evening (or occasionally on a weekend), outside of open office hours. Support for outreach development and implementation is provided by CAPS faculty and, or the CAPS Outreach Coordinator.

Interns have opportunities to develop consultation and interprofessional communication skills with individuals and groups in both formal and informal contexts. Interns provide consultation to Residence Life staff, Health & Wellness Services providers, academic departments, and other campus partners on issues relating to service coordination and student welfare.

Among our clinicians, there is also an open-door consultation policy, which encourages interns to consult with peers and faculty regarding clinical questions, and facilitates their serving as consultants to practicum trainees.  Interns are additionally encouraged to develop areas of interest that lend to programmatic implementation. Thus, some consultations involve a brief phone call or conversation, while others may entail a series of meetings, planning or research sessions, and interventions of various sorts.

Provision of Supervision

During the academic year, interns receive hands-on experience supervising practicum students from WSU’s APA-approved doctoral program in Clinical Psychology. More specifically, they are involved in training and supervising these students in conducting triage assessments and in co-facilitating the ACT-based Navigating Distress workshop series, and the DBT-inspired Mood Management workshop series. Interns receive weekly group supervision of their supervision and regularly consult with their individual supervisor about supervision provision.

Specialized Rotations

Minor Rotations

While the CAPS internship provides all interns with a common core of experiences, each intern will also develop minor specific training emphases. Through these emphases, interns have the opportunity to devote approximately three hours a week to services for a specific student population or on a clinical area of particular interest.

We refer to these as “minor rotations” because they are not a primary focus for the intern and do not detract from the intern’s participation in the core of generalist training and service activities in which all interns engage. Exploring and choosing a minor rotation occurs under the direction and support of the Training Director.

One type of minor rotation involves developing a liaison relationship with another university office over the course of the academic year. This relationship may include establishing a presence within that office, consulting with leadership to assess needs, creating and implementing trainings, and attending related office and university events.

Interns have developed minor rotations with various WSU offices, such as Gender Identity/Expression and Sexual Orientation Resource Center, Student Support Services, Multicultural Student Services, International Programs, and Residence Life.

A second type of minor rotation involves training and service delivery at CAPS within a specific clinical area of interest. Recent clinically-focused minor rotations interns have completed include AOD assessment and intervention, additional group therapy, biofeedback, couples counseling, and additional testing and assessment responsibilities.

Optional Major Rotation at Inpatient Psychiatric Hospital

Following the second semester of the internship year, each intern may also choose to complete a three-week rotation at Eastern State Hospital, a psychiatric inpatient facility located 75 miles from Pullman..

During the rotation, interns work from approximately 8:00 A.M. to 4:00 P.M. Monday through Friday and have evenings and weekends free. Transportation and housing must be provided by the intern. Interns will be involved primarily with observation and possible testing, assessment, evaluation, psychotherapy, group work, and/or disposition planning.

Specific responsibilities are arranged on an individual basis with the staff psychologists supervising the intern’s rotation. The hospital offers intern experiences in forensic services and acute adult care, both of which emphasize an integrated team treatment approach.

Administrative and Research Opportunities

Interns will have opportunities to develop administrative skills as part of other responsibilities. Working with campus consultation or in implementing a group, the intern might make decisions regarding program development, resource planning, staffing, and follow-up.

Interns will also be involved in the general administrative decision-making process in our department. This includes participation in planning workshops, participation in weekly faculty meetings, and serving on the intern selection committee.

We regard research and ongoing program evaluation as integral to service provision. We periodically conduct a survey review of client satisfaction and other forms of program evaluation regarding both service delivery and training.

Each intern cohort receives brief training in program evaluation and is responsible for conducting a program evaluation project. In addition, interns regularly track and review their clients’ treatment progress and outcomes through the Counseling Center Assessment of Psychological Symptoms (CCAPS-62).

Interns are encouraged to remain active in their own research during the internship year, and are asked to present to the faculty and their peers on their dissertation research, or contribute current research endeavors to CAPS in some other manner. Computer access, library privileges, and consultation are available to support research and dissertation projects.

About CAPS & WSU

Our Philosophy, Role, and Mission

CAPS operates within the philosophy of Student Affairs, which emphasizes helping students become integrated into the total academic, social, and cultural environment of the university. We seek to promote the intellectual, emotional, and social growth and development of WSU students.

Central to our philosophy is value for the worth of every individual and respect for human diversity, including (but not limited to) race, sex, age, physical and mental ability, sexual orientation, gender, religion, class, philosophy, and culture.

The role of CAPS is embodied in the statement “helping students help themselves.” Counselors work to assist students in developing lifelong skills that are essential for achieving and maintaining academic and personal competence. The agency serves as a resource within the university for promoting student well-being and an affirming environment where students can enjoyably live, learn, socialize, and work.

Our primary mission is to assist students with problems and concerns that interfere with daily functioning, academic development, and persistence toward degree. Through developmental, remedial and preventive interventions, our services are designed to help students improve their mental health and wellness.

Interventions may include groups, workshops, outreaches, biofeedback, and brief focused individual or couples therapy. A testing program is maintained to help students with ADHD, LD, and psychological assessment.

Also central to our mission is training doctoral interns and advanced graduate students in psychology. We offer supervised training experiences, with an emphasis on clinical service informed by practice, theory, and research.

Our Training Facilities and Administrative Support

We are located in the recently renovated Washington building, which also houses Health & Wellness Services, the Access Center, and Behavioral Health. CAPS is within walking distance of the residence halls, campus libraries, and the Compton Union Building, where many student services offices, the university bookstore, and a food court are located.

Each intern at CAPS has a private office with an ergonomic and electric sit-stand desk, a desk chair, a small locked filing cabinet, book shelves, therapy furniture, and a portable table for conducting LD, ADHD, and psychological assessments. Each office also has adjustable lighting, a telephone, a computer with biofeedback capacity, regularly updated software programs and applications, and a printer.

SPSS has been installed on interns’ computers for use to complete dissertations or other research. Each computer also has a digital recording option, allowing for recording and viewing of clinical and supervision sessions for training purposes. Interns’ computers provide access to internet and email, the CAPS scheduling system, policies and procedures, clinical paperwork templates, outreach materials, and the intern handbook and training materials.

CAPS has three group rooms with computer, internet, and projection capacity that are used for faculty meetings, outreaches and workshops, and training seminars. The Center also has a large testing room with individual testing desks and monitoring capacity, and a resource room with biofeedback equipment and a projective sand tray. CAPS has gender neutral restrooms and a kitchen with refrigerator, microwave, and dining access.

Testing Services is located within CAPS and keeps up-to-date, standardized psychological and learning disability testing and assessment instruments. The Testing Coordinator maintains a library of assessment texts that interns may borrow.

CAPS employs several administrative personnel who provide a wide range of clerical and technical support for the interns. These positions include a program manager, two program coordinators, two office assistants, and an information technology professional.

The University and Region

WSU Pullman is one of the top 50 public research universities in the U.S. (according to US News & World Report) and one of the largest residential campuses west of the Mississippi.

Located on the rolling hills of the Palouse Prairie, WSU’s 620-acre campus has much to offer. Year-round residents and students of Pullman and nearby Moscow, Idaho, have the opportunity to enjoy a variety of cultural and recreational activities on and off campus.

What is the WSU Difference?

What is life on the Palouse like?

Who lives, works, and studies at Washington State University?

How do I get to WSU?