Part-time Internships: Advocating for Interns with Unique Needs Brigid Cahill & Joan Mizrahi University of Rochester, George Mason University

Existing Part-time Internships According to APA in 2012 (personal communication, 2013): o Five PT only accredited internships (e.g., GMU) 104 total intern slots (one site has 69) o Six PT/FT mixed accredited internships (e.g., UR) 54 total mixed group interns – can’t know how many are PT o Ours are the only UCCs APPIC directory o 12 total part-time slots (at least 7 different programs) 4 UCC spots 9 from accredited programs 3 from unaccredited APPIC Directory : o Six sites with PT internships Three are unaccredited programs– 14 total PT interns Three are accredited programs – 8 total PT interns Likely that many APA accredited ones are fully affiliated (captive) internships or CAPIC

Why Have a PT Internship? Satisfaction of fulfilling a need Fewer applications Keep interns for longer Longer term relationships Developmental perspective – can see more growth over the two years Cost can be lower 2nd year interns mentor 1st year interns; smoother transition for staff and new interns 2nd year interns are better prepared to begin supervising Interns have time to develop working relationships with other agencies within the university Continuity of care from year to year for returning clients

Why Not? Fewer applications Keep interns for longer – even problematic ones More training/supervision responsibilities for staff More chance of interns with significant life stressors such as pregnancy and medical problems; requires staff and agency flexibility

UR: History Originally a PT externship that UR clinical psych students used to fulfill internship requirements – overlapped with FT interns’ experiences Formalized in the early 90s and accredited along with the full-time internship in 1995 Supported by UR as it made the UR students more marketable o Has always been partially affiliated with the UR program

UR: Structure Three part-time interns o Staggered with 1 or 2 in their first year, the others in their second Scheduling o 3 days/week – Tues/Wed /Thurs o Overlap with the full-time interns o All seminars/didactics are scheduled T/W/Th o Work August to mid May, off 2 ½ months mid-year Training Components o Two hours individual supervision o One hour group therapy supervision per group o 3 ½ - 4 ½ hours seminars/week o Workshops, seminars in summer, winter breaks

UR: Structure cont. Service requirements o 8 hours individual therapy o 2 groups first year (process, psychoed), 1 group second year (process) o On-call coverage (less often than full-time interns) o Outreach/consultation o In second year – supervise 1 graduate student and attend supervision seminar

UR: Integrating FT and PT Interns Groups are blended – no formal distinction made among 1 st yr PT, 2 nd yr PT or FT interns in seminars More diversity within training group by blending the two Second year interns take on culture sharing role with new 1 st year and new FT interns Need to help 2 nd year interns deal with the loss of the training group from their first year Subgrouping inevitably occurs but intern groups do develop cohesion over the course of each year

UR Challenges Balancing the needs of FT and PT interns o Beginning with orientation schedule – heavily concentrated on T/W/Th o Repeating seminars second year- making them meaningful

GMU: History Original program: psychology externship 2002: created ad hoc non-accredited part-time internship 2007: started current internship 2008: “Half-time” internship became “part-time” to meet APA and APPIC requirements 2014: APA-accreditation renewed for 7 years

GMU: Structure Each year CAPS accepts either two or three interns, for a total of 5 part-time interns; internship classes overlap Interns have additional responsibilities during second year: supervision, overnight on-call, consultation project implementation Seminars are on a two-year schedule, to avoid repetition.

GMU: Structure Scheduling: Interns work 24 hours/week, 11 months/year Interns are off in July All five interns work together two days/week (Wed/Fri) Interns’ third day is coordinated with extern schedules to allow supervision; also coordinated to allow at least one “first year” and one “second year” to be together on those days All didactics and group supervision are on Wednesday or Friday

GMU: Structure Training components: 2 hours individual supervision 2 hours group supervision 1 hour sup of sup (2 nd year) 1-2 hours/seminars 2 hours/month multicultural supervision 2 hours/month supervision of group work (if applicable) 1 hour/month meetings with consultation mentor

GMU: Structure Service requirements: 6-8 hours individual counseling 2 hours counseling intakes Group counseling (at least one group/year) On-call/crisis intervention Supervision of extern (2 nd year) Consultation project (two-year commitment) Community education (outreach)

GMU: Challenges Staff time commitment vs. intern clinical hours Despite multiple efforts, unable to get health insurance for part-time interns; might limit applicant pool? Requires staff flexibility for special needs—e.g. multiple pregnancies in recent classes Overlapping internship classes leads to loss of half of cohort; can be difficult for interns and staff

Survey Why do students actually want PT internships? What impact, if any, does a PT internship have? Surveyed all past graduates of UR and GMU part- time internships Heard back from o 11 of 13 GMU (85%) o 13 of 20 UR (65%) 22 total graduates, one had died, one we were unable to contact

Why do they choose to apply?

Did You Also Apply to FT Internships?

What were the advantages of your PT internship?

What were the disadvantages of your PT internship?

Actual Problems Post Internship Credentialing 0% Licensure 0% Job search/hiring 0%

Case Studies: GMU Medical issue Intern had a medical condition that prohibited working full time While fully capable of performing all functions of internship, intern needed time to rest and attend doctor’s appointments Successfully completed internship, now in private practice

Case Studies: GMU Family issue Intern revealed (after match) that she was pregnant Intern was able to make up time missed for maternity leave by working extra hours and not taking vacation leave Required staff flexibility, especially as other interns also took maternity leave that year

Case Studies: GMU Outside work Intern was a career-changer who had worked for many years in a responsible job Intern wanted to continue working part-time at the other job Intern successfully completed internship and continues dual career

Case Studies: UR Disability Physical disability caused physical fatigue – especially when needing to work 40 hours/week 3 day/week work schedule allowed for four days of rest in between Able to complete internship and dissertation on time successfully

Case Studies: UR Academic career Intern wanting an academic career Able to continue teaching and doing research on off days Successfully obtained a tenure track position