Clinical Psychology Training

Howard University Counseling Service offers doctoral internship training in Health Service Psychology, to prepare students for the practice of professional psychology. Internship Training Program uses a practitioner-scholar model to achieve the goal of preparing interns to become competent, well-rounded entry-level psychologists with special competencies working with a diverse population. 

Interns complete one full-time year of specialized training in the substantive area of clinical/counseling psychology. Trainees are expected to engage in some degree of self-disclosure as an integral part of the training program.

Their workload includes the following:

• Clinical and training activities
• Administrative activities
• Professional development
• Teaching and supervision

Interns gain skills and competencies, primarily through direct service delivery and specialized supervision, in individual psychotherapy, group psychotherapy, assessment, outreach and consultation. This is achieved in the context of a program that offers didactic and experiential exposures, of which in-depth training in diversity issues is a vital element.

The internship training program is sponsored by Howard University, which has among its primary functions the provision of service to a population of recipients sufficient in number and variability to provide interns with adequate experiential exposure to meet its training purposes, goals and objectives.

The stipend for each intern is $43,888.

Training Philosophy

The Howard University Counseling Service Doctoral Internship in Health Service Psychology espouses the belief that all individuals should have access to quality mental health care, regardless of race, religion, gender, sexual orientation, physical disabilities or socioeconomic status. It is further believed that to fully prepared to render quality mental health care in a diverse society with rapidly-changing demographics, psychologists and other mental health practitioners must have in-depth knowledge of issues of diversity.  This conceptual orientation is part of the guiding philosophy for our program curriculum. 

Interns, therefore, are selected from diverse educational environments in counseling and clinical psychology with varying training philosophies. Because of this diversity, the interns' core program is supplemented by training experiences that are tailored to fit specialized training needs. They have completed all their formal coursework and bring with them the most recent knowledge, theory, and research in psychology. Program emphasis is focused on training interns in the application of knowledge to a culturally, racially, and individually diverse population of clients. Training supervisors ensure that the training experience is consistent with the intern's personal and professional goals.

Interns are encouraged to evaluate their experiences throughout their training and to consider the relevance of these experiences to understanding of dynamics among people of diverse cultural, racial, and individual backgrounds. The total internship experience is informed by the psychodynamic framework.  In addition, the psychodynamic framework provides a foundation for the integration of content and process dimensions of supervision. It is also the lens through which the didactic and experiential elements of the training are understood by both the supervisor and trainee. 

The trainees are taught in seminars to follow a clearly defined theoretical rationale for their clinical and consultative work. In case conferences and supervisory sessions, careful attention is paid to ensure that trainees know how to identify and diagnose a problem by formulating hypotheses and gathering data to confirm or reject the hypotheses. Concepts of human development and intervention strategies are taught from a variety of theories such as Freudian psychoanalysis, ego-psychology, object relations, self-psychology, interpersonal and relational schools of thought. While the practice of psychology is the primary focus in this practitioner-scholar model, interns are provided the necessary resources to conduct research and engage in such scholarly pursuits as attending and presenting at professional conferences.

Training is provided in incremental levels of complexity. The first training requirement is participation in orientation.  Interns participate in three-four weeks of orientation activities which include new employee orientation, sexual harassment training, and ethics presentation, and introduction to the DC Charter School assessment rotation. This orientation also includes a discussion of the history of Howard University Counseling Service, and the training program’s philosophy, objectives, and training plan; as well as a discussion of the evaluation process, due process, and grievance procedures. Interns are then exposed to training in conducting intakes and formulating their clinical intervention framework within an integrated theoretical model. This training takes place under the tutelage of the Training Director, Jessica Desalu, Ph.D. The interns start their hands-on experience by first conducting intake interviews and writing intake reports for presentation at the weekly intake conference. Once they master that skill, the interns are assigned therapy cases for ongoing work. In the beginning months of the internship, the training staff works with interns in the selection of cases to help them achieve a balance between selecting cases with relatively straightforward clinical presentations and selecting cases with more challenging clinical presentations. In the ensuing months, interns are encouraged to select increasingly challenging cases.

Our overall model of the supervisory relationship is structured to move interns along a continuum of development as follows:

Stage 1 - Exploration of anxieties, expectations, and experiences focusing on interpersonal and intrapersonal dynamics are combined with skill development activities.  During this stage of supervision, considerable discussion is devoted to the intern’s adjustment to the intern role, and attention is also given to the intern’s perceived strengths and areas of growth and how these perceptions are influencing the selection of cases.

Stage 2 - A more in-depth exploration of dynamic patterns and therapeutic feedback from the supervisor. Parallel process issues, transference and countertransference issues often warrant a more in-depth examination during this stage.

Stage 3 - The supervisor functions more as a consultant as trainee skills are enhanced and they gain more confidence. Professional identity development and the transition from trainee to professional are also focused upon in greater depth during Stage 3.

The above supervisory model characterizes individual clinical supervision during the training year, but it also informs, to some degree, many of the other training activities and supervisory relationships. While this model is the foundation for many of the training activities, most of them also have specific structure and/or components which ensure that the learning experience within the activity is sequential, cumulative, and graded in complexity.

Commitment to Diversity

The Howard University Doctoral Internship in Health Service Psychology espouses the belief that all individuals should have access to quality mental health care, regardless of race, religion, gender, sexual orientation, physical disabilities or socioeconomic status. It is further believed that in order to be fully prepared to render quality mental health care in a diverse society with rapidly changing demographics, psychologists and other mental health practitioners must have in-depth knowledge of issues of diversity. This conceptual orientation is part of the guiding philosophy behind our program curriculum.

Given that Howard University’s mission is to educate African Americans and other underserved groups, Howard University’s student population is rich in diversity. More than 88 countries are represented with large numbers of international students coming from Africa and the Caribbean. This unique setting gives the interns the experience that is needed in realizing the training goal of developing special competency in working with a diverse population. Interns are encouraged to evaluate their experiences throughout their training and to consider the relevance of these experiences to understanding the dynamics among people of diverse cultural, racial, and individual backgrounds. Additionally, the total internship experience is informed by an understanding of group process and the psychodynamic framework. Within this approach, interns are encouraged to explore their own individual differences, identities, and cultural backgrounds. This approach to addressing diversity also allows the interns to learn in experiential and didactic formats. 

Our goal has always been to infuse diversity throughout the interns’ training experience. Discussions about diversity become increasingly more frequent and complex over the course of the internship. During orientation, interns are given the opportunity to role-play intake interviews with the Training Director. Discussion follows each role play. The Training Director gives feedback about issues of diversity and their impact on therapeutic rapport, diagnostic considerations, and potential implications in the therapeutic relationship. As the year progresses and interns begin to work with clients, one aspect of clinical supervision is the discussion of diversity issues.  These discussions become increasingly complex during the course of the training year and a typical progression is as follows:

• identifying gaps in one’s cultural knowledge and working with the supervisor to supplement the gaps via readings and discussion of history–gathering as a therapeutic technique 
• discussion of how the intern’s cultural identity along several dimensions (e.g., race, ethnicity, sexual orientation, gender) influences his or her worldview, identity as a therapist, and lens through which he or she views the client
• identification of projections (related to race, gender, sexual orientation, religion) and their contribution to transference and countertransference in the therapeutic relationship, and their contribution to parallel process issues within the supervisory relationship
• identification and discussion of processes and strategies which the intern can integrate into his or her continued self-growth with respect to diversity issues, as well as integrate into his or her continued growth as a culturally-competent therapist.

Program Aims & Expectations

The primary aim of the training program is to provide interns with an experience that will prepare them to be competent, well-rounded, entry-level psychologists with special competency in working with a diverse population. They are receiving specialized training in the substantive areas of clinical/counseling psychology. The competencies expected of the trainees are described in the objectives set for the program and they are measurable indicators of behavioral change and skills. More information about Program aims, expectations and competencies can be found in the document below: 

Profession- Wide Competencies

Nine profession-wide competencies are required for all interns who graduate from programs accredited in health service psychology. The Howard University Counseling Service Doctoral Internship in Health Service Psychology provides a range of training opportunities for interns to achieve the profession-wide competencies. The Competencies are: 

1. Research
2. Ethical and Legal Standards
3. Individual and Cultural Diversity
4. Professional Values and Attitudes
5. Communication and Interpersonal Skills
6. Assessment
7. Intervention
8. Supervision
9. Consultation and Interprofessional/ Interdisciplinary Skills

More information about profession-wide competencies can be found in the following document:

The information and tables below are updated by September 1 of each year.

The Howard University Counseling Service (HUCS) Doctoral Internship in Health Service Psychology uses a practitioner-scholar model to prepare interns to be well-rounded, entry-level psychologists with special competencies in working with diverse populations. A minimum of 400 intervention hours is required of applicants. Also, a background in psychological assessment is preferred; given the required rotation in assessments in D.C. Public Charter Schools.

Interns complete one full year of specialized training in the substantive area of clinical/counseling psychology. A degree of self-disclosure during supervision and training seminars is expected as part of the learning process. The workload is as follows:

• Direct Service Activities
• Training Activities
• Administrative Activities
• Professional Development
• Teaching
• and Supervision.

Our program utilizes a psychodynamic theoretical orientation, brief and long-term therapy models, and includes special training in group counseling and therapy. The typical workday for Howard University Counseling Service (HUCS) interns varies, but usually includes direct service hours (intake interviewing, individual counseling and psychotherapy, group counseling, crisis intervention, outreach, supervision of practicum students); supervision in individual and group formats; and didactic seminars (group, psychoanalytic, research, psychopharmacology). In addition to direct service in clinical activities, HUCS interns also co-teach a graduate-level counseling skills laboratory during the first semester.

Due to COVID-19, all clinical and didactic training is occurring virtually, until further notice. Interns provide consultations and therapy via video sessions and telephone.

Most direct service hours take place at Howard University Counseling Service with a diverse undergraduate, graduate, and professional student population; but HUCS interns also complete 3 rotational placements. One rotation is at Howard University Hospital's Inpatient Psychiatry Unit -1 half day per week for 4 months. On this rotation interns learn about inpatient treatment and diagnoses. Another rotation is an assessment rotation which takes place in D.C. charter schools- every Monday for 4 months interns will conduct psychological assessments within various charter schools. Interns will be expected to produce 3 to 4 integrated reports during the 4-month rotation. The third rotation is a two-month rotation based on individual choice. In the past, interns have chosen rotations in assessment, outreach, trauma, group, administration, etc. The program also includes a monthly or biweekly research seminar second semester or during the summer months, a psychopharmacology seminar, and annual Diversity and professional development opportunities.

Each component of the internship program (individual therapy, group counseling, outreach, teaching, assessment, inpatient psychiatry) includes separate supervision focused on that respective component.

Professional development is supported throughout the internship year. We strive to fund two conference attendance during the training year, if the budget allows. The conferences are typically focused on group training. A diversity/cultural competency workshop and a DSM-V Workshop are typically offered during the training year, as funding allows.

Qualifications include the following:
- Enrollment in an APA-accredited doctoral program in clinical or counseling psychology.
- Completion of required doctoral practica and comprehensive examinations.

The Howard University Counseling Service Internship training program uses a practitioner-scholar model to prepare interns to be well-rounded, entry level psychologists with competencies in working with diverse populations. A minimum of 400 intervention hours is required of applicants. Also, a background in psychological assessment is preferred, given the required rotation in assessment via D.C. charter schools.

Interns complete one full year of specialized training in the substantive area of clinical/counseling psychology. A degree of self-disclosure is expected. The workload is as follows: Direct Service Activities, Training Activities, Administrative Activities, Professional Development, Teaching, and Supervision. Our program utilizes a psychodynamic theoretical orientation, brief and long-term therapy models, and includes special training in group therapy. The core training program consists of learning experiences in the following areas at HUCS: individual and group counseling and therapy, intake interviewing, University outreach, teaching, and supervision.

There are also 3 rotational placements. One rotation is at Howard University Hospital's Inpatient Psychiatry Unit -1 half day per week for 4 months. On this rotation interns learn about inpatient treatment and diagnoses. Another rotation is an assessment rotation which takes place in D.C. public charter schools- every Monday for 4 months interns will conduct psychological assessments within various charter schools. Interns will be expected to produce 3 to 4 integrated reports during the 4-month rotation. The third rotation is a two-month rotation based on individual choice. In the past, interns have chosen rotations in assessment, outreach, trauma, group, administration, etc. The program also includes a monthly or biweekly research seminar second semester or during the summer months, a psychopharmacology seminar, and annual Diversity and professional development opportunities.

Professional development is supported throughout the internship year. We strive to fund interns’ attendance at two conferences during the training year, pending university funding. The conferences are focused on continued group training. A diversity/cultural competency workshop and a DSM-V Workshop are typically also offered during the training year, pending university funding.

Qualifications include the following:

• Enrollment in an APA-accredited doctoral program in clinical or counseling psychology.

• Completion of required doctoral practica and comprehensive examinations.

-To apply to the internship program, candidates must submit the AAPI Online (Application for Psychology Internship) by November 4th which includes:

• APPIC Uniform Application

• Letter of interest

• Updated Curriculum Vitae

• Official copies of all graduate transcripts

• Three letters of recommendation. Letters should be included in your online APPIC application

Applicants for the 2025-2026 training year should submit the following materials to the HUCS Externship & Practicum Training Director, Dr. Juwanza McIntosh via email (Juwanza.McIntosh1@howard.edu)

A complete application must include:

• Cover letter explaining interest in this training setting and training goals. Please note if you are applying for the Practicum (i.e., no prior therapy practicum experience) or Extern (i.e., prior therapy practicum/training experience) placement
• Curriculum Vitae covering relevant clinical work, outreach, training, and research experience
• Official or unofficial transcript
• Three (3) letters of recommendation

Applications should be submitted as a single PDF file labeled with the applicant's name. Please email your application to the Training Director with the subject line, "Practicum/Externship Application."

If transcripts or letters of recommendation are unable to be sent directly by the applicant via e-mail, it is acceptable to have those materials e-mailed to the Training Director

The application deadline for the 2025-2026 Psychology Externship/Practicum Training Program is Wednesday, February 5th, 2025.

For more information or any questions, please contact:

Juwanza McIntosh, Psy.D.

Extern & Practicum Training Director

Licensed Clinical Psychologist

University Counseling Service

Howard University

Juwanza.McIntosh1@howard.edu

202-806-5708

IMPORTANT NOTE: All interviews will be conducted virtually. All supervision and training activities will be hybrid (in-person and virtual). 

Detailed guidelines that externship directors and students will adhere to are below:

1. We adhere to a Universal Acceptance Date (UAD) approach. Specifically, our students will not accept any externship training offers prior to the designated UAD of Friday, March 10, 2023, 9:00 a.m. EST.

2. Before or at the time of interviews, externship site directors must inform students of all anticipated meeting times/durations at the training facility for which externs will be required to attend (e.g., staff meeting every Thursday from 9-11 a.m.; group case consultations each Monday from 10-11:30 a.m., etc.).

3. Externship site directors and students enrolled in participating GWCPPC programs do not attempt to elicit information from each other regarding their status or ranking prior to the UAD.

4. Externship site directors should notify applicants when they are no longer under consideration as soon as possible in advance of UAD. This allows students to review and make other considerations regarding prospective sites.

5. Externship site directors are encouraged to make externship training offers prior to the UAD, at the latest by 9:00 a.m. one day (24 hours) prior to UAD; this will give students ample time to consider offers and training goals and will smooth out and expedite acceptances of offers more quickly on UAD.

6. Students may decline externship training offers or withdraw from consideration before UAD.

7. Students may hold only one externship training offer at a time. If students receive more than one offer prior to UAD, students will decline offers of their lower-ranked externships as soon as possible, to make these training slots available to other trainees.

8. Students who receive an externship training offer before UAD have until 9:59 a.m. on UAD to accept or decline the offer and must inform the designated externship site director of clinical training as soon as possible. Externship site directors cannot rescind an offer made to a student prior to UAD and may not move to the next student on their list until after 10:00 a.m. on UAD.

9. Beginning at 9:00 a.m. EST on UAD, students must select and hold only one externship training offer at a time from all offers received - that is, decline less preferred offers within one hour up until 5:00 p.m. Externship training offers made after 4:00 p.m. EST will carry over to the next weekday at 10:00 a.m. EST.

10. Verbal or written offers or acceptances of externship training offers are considered binding between students and externship directors. Externship site directors should not rescind offers and students should not rescind acceptances unless there is mutual agreement.

11. The university/school clinical psychology doctoral program and the externship site director should complete externship training contracts as early as possible after a student’s acceptance of an offer.

12. Externship training experiences may not exceed 16 hours in a two-day block for all externship activities and should not require externs to bring work home unless it is teletherapy. We strongly encourage externship site directors to not require meetings or service events that will extend an extern’s weekly hours beyond the limit of 16 hours.

13. No more than 25% of an extern’s total direct service hours may come from teletherapy services.

14. Individual face-to-face supervision should entail at least one (1) hour of supervision for every four (4) hours of externs’ direct service. Externship site directors may supplement individual supervision with group supervision of at least 1 hour for every 2 hours of direct service. Tele-supervision is acceptable and should follow APA guidelines that limit tele-supervision to less than 50% of the total number of supervision hours.

15. We require that supervisors directly observe externs’ service-related activities with clients at least once per semester in adherence with APA’s Observation Standards. According to APA, “... direct observation includes in-person observation (e.g., in-room or one-way mirror observation of direct service contact), live simultaneous audio-video streaming, or audio or video recording. A training site that does not permit live observation, audio or video recording by policy is not a sufficiently unique circumstance to circumvent this requirement.”

16. We strongly encourage stipends to be available for externs.

Exceptions to the Universal Acceptance Date (UAD) include:

A. Sites that accept students from just one doctoral program

B. Sites that are outside of the Washington DC metro area

C. Sites that require a security clearance

D. Students who are continuing their externship from the previous year, by mutual agreement

E. One-day per week externships

F. Externships only offered once to a specific student, by previous arrangement

G. Summer externships.

At the University Counseling Service, trainees are expected to engage in some degree of self-disclosure as part of the learning experience.