• Specialist Program Information: Click here to read our GCS Internship Manual

    REQUIREMENTS FOR APPLICATION (Practica and Academic Requirements)

    Applicants must have completed at least two years of graduate work in a school psychology program, preferably an APA and/or NASP-approved program in School Psychology. It is expected that the applicant will have had ample practicum experience in psychoeducational assessment, in addition to the standard course work and practica in school psychology, necessary to receive a license from the state of NC to practice school psychology.

    The Director of Psychological Services and Psychology Internship Training is responsible for the overall integrity, quality, and implementation of the internship program. The internship site provides, on average, two hours of field-based supervision per full-time week by a fully licensed school psychologist with at least three years of post-graduate experience. Supervising school psychologists for doctoral interns are licensed by both the North Carolina Department of Public Instruction as well at the North Carolina Psychology Board.

    The overall mission of our training program is to assist the intern in becoming an independent professional school psychologist who can provide a variety of psychological services to help improve the mental health and educational outcomes of children and adolescents within and outside of school settings. To achieve this goal, we provide interns with supervised experiences, educational seminars, and research or data analysis opportunities to help further develop professional skills, leadership, and professional self-management. Interns will achieve competence appropriate to their professional development level in the following areas:

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

    To accomplish these goals, the internship adopts a scientist-practitioner training model and adheres to a developmental model of supervision. Interns are exposed to an increasingly complex set of duties, which begin with an orientation to the intern program and the department's services within the school district. Interns then participate in observational or vicarious learning through observations of psychoeducational assessments, counseling sessions, intervention support teams, and eligibility meetings related to the educational placement of and behavioral interventions for students with various learning and emotional disabilities. At the next level, interns deliver services on their own with the direct supervision of staff psychologists or the interns may co-lead professional activities with assigned supervisors. The supervisors observe interns administering tests, consulting with teachers and parents, and counseling groups and individuals. When the supervisor is assured of the competency of the intern's skills, the supervision becomes indirect and occurs primarily through weekly consultation.