The American Psychological Association (APA) has continuously accredited the Michigan State University Counseling and Psychological Services (CAPS), formally known as MSU Counseling Center, since 1979.
American Psychological Association
Office of Program Consultation and Accreditation
750 First Street NE Washington, DC 20002-4242
Office: (202) 536-5979
Fax: (202) 336-6123
TDD: (202) 236-6123
APPIC Matching Program Code Number: 136911
This year we continue our tradition of training in the fundamental modalities of Health Service Psychology (HSP) utilizing a local clinical scientist model with an emphasis on “multiple ways of knowing.” Training occurs primarily through interactive seminars, supervision and mentoring that attends to evidence-based practice, interdisciplinary collaborations, assessment, providing supervision, outreach, and research in the context of a multicultural environment. Adherence to the American Psychological Association’s Code of Ethics and relevant state laws is required by all staff and trainees. Training on ethics and legal concerns are woven into all aspects of training.
Our training program supports the APA’S Resolution on Appropriate Affirmative Responses to Sexual Orientation Distress and Change Efforts, Preparing Professional Psychologists to Serve a Diverse Public and the Counseling Psychology Model Training Values Statement Addressing Diversity.
This year we continue our tradition of training in the fundamental modalities of Health Service Psychology (HSP) utilizing a local clinical scientist model with an emphasis on “multiple ways of knowing.” Training occurs primarily through interactive seminars, supervision and mentoring that attends to evidence-based practice, interdisciplinary collaborations, assessment, providing supervision, outreach, and research in the context of a multicultural environment. Adherence to the American Psychological Association’s Code of Ethics and relevant state laws is required by all staff and trainees. Training on ethics and legal concerns are woven into all aspects of training.
Welcome and thank you for taking a look at the MSU CAPS doctoral psychology internship in health service psychology program. Training is a very important and highly valued activity at our center. We are proud to be one of the longest standing continuously APA-accredited doctoral internships in the state of Michigan with a history of training that began in the 1950s. Our training program is dynamic in nature and reflects feedback from interns as well as adaptations to the times in which we live. We offer a strong generalist foundation in Health Service Psychology that is rooted in multicultural counseling theory and uses the American Psychological Association’s (2006) definition of evidence-based practices: Best available research; Clinical expertise; Patient Characteristics, Culture, and Preferences. Clinical services at MSU CAPS are typically short-term in nature but we allow for exposure to and experiences in longer-term work as well.
Our diverse staff is committed to providing a safe, supportive, and stimulating atmosphere so that interns can solidify strengths and consolidate professional identity. Nearly every internship site has a diversity training component, but we do more – we live it! We are seeking interns who are energized by learning and who possess a passion for working with diverse students and colleagues. An exciting aspect of our program is the Acute Care, Triage, and Stabilization (ACTS) Concentration that provides our trainees with exposure in working student with high needs across disciplines. There are over 50,000 students at Michigan State University with on-campus residents living in distinct neighborhoods. Our center provides service to each neighborhood under the Student Health and Wellness Pillar. I encourage you to read our website to determine if this site is a good match for you. Our application deadline is November 9, 2026. If you have any questions about our program, you are invited to contact me at turchanj@msu.edu or 517.355.8270.
Joshua Turchan, Ph.D., ABPP
Training Director
History
Michigan State University Counseling and Psychological Services (MSU CAPS, previously MSU Counseling Center) Psychology doctoral internship training program has been continuously accredited by APA since 1979.
Philosophy
MSU CAPS is multiculturally-focused, inclusive, collaborative, holistic, and guided by the expanded definition evidence-based practice and the local clinical scientist. A public health and wellness framework that defines student development within a broad cultural, systemic, psychological, and biological framework structures our services.
We assert that becoming a professional health service psychologist involves not only the acquisition of skills and the application of research and theory but a socialization process as well. This process is an integration of professional identity and personal maturity. It incorporates a personal knowledge of self, sound judgment, comfort with pluralistic environments, and a sense of responsibility to oneself, to the profession, and to society. Given our training program’s goal to prepare effective professional health service psychologists with a consolidated professional identity, opportunities for personal exploration and reflection occur throughout the year. When appropriate, trainees are encouraged, but not required, to explore historical influences and personal data that may affect subsequent clinical practice. The MSU CAPS training program functions in a manner consistent with the American Psychological Association’s 7.04 (Student Disclosure of Personal Information) as contained in the Revised Ethical Principles of Psychologists and Code of Conduct (APA, 2002).
Goal
The training program’s goal is to prepare effective professional health service psychologists (generalists) with a consolidated professional identity. Although this is done in a university health system context, we believe that our functions and services prepare psychology interns for a variety of positions and settings. The training program provides doctoral interns with training experiences and graduated responsibilities that further their development as professionals who possess a sense of integrity, are multi-culturally competent, and skilled at communicating across disciplines.
Model
The training program utilizes a local Clinical Scientist (Sticker & Trierweiler, 1995) model with an emphasis on “multiple ways of knowing.”This model emphasizes that clinical intervention and science should be embedded in an understanding of our student/client’s culture, region, and context. We also affirm that best practices for clinical practice are collaborative and include the client/student’s preferences and contexts combined with clinical judgment.
The MSU CAPS doctoral internship in Health Service Psychology is accredited by the American Psychological Association and offers a broad range of training and service opportunities utilizing a local clinical scientist model. Training is designed to be graduated and experiential.
The overarching goal of the internship is to prepare entry-level professionals who are generalist ready to serve a diverse public. This requires developing competency at a level that satisfies professional benchmarks, solidifying professional identity and respecting diverse world views. Our internship adheres to the document, “Professional Psychologist Competencies to Serve a Diverse Public” which was developed by the Education Directorate of the American Psychological Association.
The program’s aims are in line with meeting the mental health needs of a large, Big 10 University college campus with a population of students in excess of 50,000 enrollees. The population demographic is highly diverse and includes U.S. students across the socioeconomic strata as well as one of the highest enrollments of international students in the country. As a land-grant university, MSU serves a high number of in-state students who come from the rural regions of the Upper Peninsula, from the western side of the state to the urban areas of Flint and Detroit. About seventy percent of MSU students are between 18 and 22 years old. This is a particularly vulnerable group for the onset of early adult mental disorders such as depression, anxiety disorders, and bipolar spectrum disorders. Additionally, a significant number of students arrive at MSU with previous psychiatric diagnoses (e.g., Attention Disorders, Autism Spectrum Disorder, Eating Disorders and Post Traumatic Stress Disorder) and treatment.
The American College Health Association National College Health Assessment (Fall 2025) data suggests significant reported mental health concerns (e.g., anxiety 37.4%, depression 28.3%, Stress 76%) by both undergraduates and graduate students. This survey goes on to show over 35% percent of all university students (undergraduates and graduates/professionals have sought treatment in their current campus health centers in the last 12 months.). These statistics contribute to the decision to co-locate mental and medical health services. Out of necessity, a public mental health model has evolved at MSU and continues to develop to meet the increasing needs of a growing, diverse campus population.
We are a training program that emphasizes interns trained as generalists in Health Service Psychology. At the same time, we are unique in that we offer an Acute Care, Triage, and Stabilization (ACTS) concentration and a Psychological Assessment concentration, all within a multicultural context to all interns who train at our site. These concentrations are not formal rotations, although they are rotated between trainees during the training year. These areas of concentration represent a subsection of the clinical work that is completed both within and alongside the traditional university-based mental health clinical services.
The MSU CAPS Acute Care, Triage, and Stabilization (ACTS) Concentration is a multi-part training experience designed to facilitate the development of well-rounded Health Service Psychologists. During three to four months of your ACTS Concentration you will have the opportunity to join the Eating Disorder Treatment Team, provide group psychotherapy to students with Severe and Persistent Mental Illness (SPMI), and participate in a training seminar that focuses on acute and elevated needs within a collegiate mental health environment. In addition, you will consult with interdisciplinary staff (e.g., psychiatry, nursing, etc) as part of the Eating Disorder Treatment Team.
The Acute Care, Stabilization, and Triage (ACTS) concentration represents a collection of competencies that are increasingly important in Health Service Psychology and emphasize integrated health care skills that are valuable in job acquisition and professional promotion.
1. Develop proficiency in individual and group counseling within an integrated mental health system.
2. Develop proficiency in providing assessment services within a multicultural context.
3. Develop proficiency in providing clinical supervision.
4. Develop proficiency in outreach and program evaluation (e.g., consultation with Residence Education staff - liaison, crisis debriefing psycho-educational programming within MSU neighborhoods).
Topic-focused presentations during orientation to the internship and staff development training during the academic year offer a foundation and/or exposure to additional clinical and professional issues.
Major areas of evaluation include the APA’s 9 Professional Wide Competencies: 1. Research; 2. Ethical and legal standards; 3.Individual and cultural diversity; 4. Professional values, attitudes, and behaviors; 5. Communication and interpersonal skills; 6. Assessment; 7. Intervention; 8. Supervision; 9. Consultation and interprofessional/interdisciplinary skills, and three program specific competencies: 1. Interpersonal – Professional Relationships; 2. Teaching; 3. Community Engagement/Outreach
Training related to ethical and legal issues is woven throughout each core seminar. While the focus is on time-limited treatment, each doctoral intern has the opportunity to work with two longer-term cases. Opportunities exist to work in the areas of disordered eating, emotional regulation, complex trauma, triage/crisis intervention, disability concerns, sexual orientation, couples, and group treatment.
MSU CAPS offers many of it's clinical services in a hybrid format. This means that depending on client/patient preference and clinical needs/best practices, and availability, services will be offered in a combination of virtual and in-person modalities.
Individual & Couple’s Counseling
Health Service Psychology Doctoral Interns provide one-on-one clinical services to help students address concerns in a number of areas including, but not limited to: depression, anxiety, stress management, family or other relationships, cultural identity, sexual orientation, trauma, and disability. Any student registered for one or more credits is eligible for an initial visit. Additional services and/or referrals may be provided as necessary.
While individual therapy is by far the most common clinical choice. Health Service Psychology Doctoral Interns may provide couples counseling to assist students with their relationship problems. This form of treatment is used to gain more insight into each other and to learn new and more effective ways of communicating. Any type of couple can seek counseling at CAPS, including married, single, LGBT, roommates and/or housemates. In order to receive couples counseling one or both of the members of the couple must be currently enrolled as a Michigan State University student.
Group Counseling
Health Service Psychology Doctoral Interns co-facilitate a group that is identified as focused on integrated mental health (e.g., DBT, bipolar support, ACT-based skills group, Interpersonal Process, Mindfulness, etc.) and they may facilitate a group based on their interest and sufficient student need.
Provision of Supervision
Doctoral interns are trained to develop skills, knowledge, and expertise in the provision of clinical supervision in both Health Service Psychology as well as interdisciplinary clinical supervision. This takes place in a multitude of formats, including a supervision seminar, as well as a supervision triad where the doctoral intern will provide supervision of a junior trainee while receiving supervision of that supervision by a licensed staff member. Doctoral interns can expect to regularly meet with their supervisee for one hour of supervision per week as well as an additional hour supervision-of-supervision where they can discuss, develop, and refine their approach at clinical supervision.
Outreach Services
Outreach Services are an integral part of the doctoral training experience. Doctoral interns are involved at multiple levels in the provision of outreach services which include a variety of programming and consultation activities focused on awareness, education, prevention, and collaboration in line with our public health and wellness framework. Doctoral interns complete program evaluation projects in connection with Outreach Services and have opportunities to become more involved in the administrative, advising and committee functions of outreach as we engage our MSU community – students, parents/guardians, faculty, staff, administrators, and surrounding communities.
Psychological Testing & Consultation Services
Doctoral interns are trained in advanced psycho-diagnostic testing within a referral-based testing model. This training fosters intern clinical competencies in critical thinking, navigating ambiguity, risking mistakes, and collective and self-corrective problem-solving and experiential learning. Supervision is seen as a collaborative endeavor that attends to each intern’s unique growth edges while broadening clinical perspectives and skills. The framework of Multicultural Assessment Validity is embedded throughout this training.
Doctoral Interns are anticipated to complete a minimum of two testing cases per training year.
MSU CAPS has a shared identity as a training clinic. We have an “Open Door” policy which provides you with opportunities to utilize the knowledge and expertise of all staff members through supervision, consultation, and professional relationship.
Staff who are fully licensed psychologists are the primary supervisors of doctoral Interns. This standard meets the licensing requirement for Michigan and for most other states. All supervisors attempt to provide a balance of both challenge and support in the service of your growth as an emerging psychologist. You will meet weekly with your primary supervisor for two hours of individual supervision and will receive another two hours of supervision from your time in seminars and other activities. Your progress is collaboratively supported by all members of MSU CAPS with particular emphasis from the Training Committee, who will have input in the evaluation of your performance and growth. Formative and summative evaluation points are built into the training year.
Typically, you will have the option of having at least two different primary supervisors over the course of a training year. This provides you with an enhanced opportunity to experience different styles and orientations.
The following senior staff psychologists are commonly available to serve as doctoral intern primary supervisors:
Mentoring relationships with psychologists, counselors, psychiatrists, care managers and/or social workers result in additional supervision and professional experiences and offer customization of the training experience.
The following staff members are available to serve as mentors:
Ginny Blakely, LMSW
Social Justice and Identity Development from an Intersectional Queer Framework; Transgender and Women’s Rights; Empowerment and Advocacy; Transgender Health; Cultural Humility; Self-Care and Social Healing; Connecting Folks to Critical Resources and Supports; Interdisciplinary Health Care.
Talitha Easterly, PhD, LLP
Outreach: College Student Mental Health; Multiracial Identity Development; Retention, Persistence, and Achievement among Culturally Diverse College Student Populations (Racial/Ethnic Identification, First-Generation, International, Non-traditional, Student Parents); Leadership Development; Integrating Religion and Spirituality into practice; Positive Psychology.
Sarah Fay-Koutz, LMSW
Cognitive Behavioral Therapy (CBT), First-Generation College Students, International Students, Women’s Issues, Chronic Medical Diagnoses, LGBTQ+, Trauma-informed, Anxiety, Panic Disorder, Depression, Relationship Concerns
Swapna Hingwe, D.O., M.A.
Eating Disorders, Intimate Partner Violence, Positive Psychiatry, Resilience, First-Generation U.S. Born Students, LGBTQ+, South Asian American Health, Feminist and Dynamic therapies
Basak Khamush, PhD, LP
Clinical Areas interest: Anxiety, OCD, ADHD, Eating Disorders, Mood Disorders, Perfectionism, and Psychological Assessment. Treatment Approaches: Psychodynamic, ACT, Mindfulness-Based Stress Reduction, DBT, Gottman Method, Bowenian Family Therapy, and Transactional Analysis. Populations of Interest: Couples, Immigrants, International Students, Muslim and Middle Eastern Students, Asian and South Asian Students. Social/Developmental Issues of Interest: Acculturation, social justice issues, identity development, and Career Development.
Caitlin Riley, LMSW
Identity Development; Family of Origin Issues; Chronic Illness, Grief/Loss; Women's Issues; Interpersonal Neurobiology; Couples/Relational Counseling.
Olivia Scott, PhD
Interpersonal/Psychodynamic Therapies; Feminist-Multicultural Therapy; Working across Difference; Students of Color; LGBTQ+ Students; Student-Athletes; International Students; Identity Development and Conflict; Religion and Spirituality; Outreach
Josh Turchan, PhD, LP
Interpersonal & Relational psychodynamic Psychotherapy/Theory; Psychotherapy Research, Process, and Outcomes; Personality Pathology/Disorders; Developmental/Relational, Complex, and Sexual Trauma; Family of Origin issues; Low Income, First Gen, Non-Traditional College Students; Interpersonal Process Group Therapy; Supervision and Training; Psychological/therapeutic Assessment.
Each doctoral intern receives formal evaluation and feedback at a minimum of two points during the year. A doctoral intern must receive a 3 (scale of 1-4) The Minimum Level of Achievement, on every domain we measure, by the completion of Internship; Complete a minimum of 2000 hours in one year with 500 hours being in direct service; Participate in a research/ Program Evaluation project; Supervise a trainee; Perform a number of assessments; Attend and participate in integrated mental health activities; and Demonstrate skills in working with diverse students to successfully pass the internship. We also seek evaluation of the internship program by doctoral interns and encourage participation in the development of new training activities. The training director provides a summary of the formal evaluation to the academic department in January. In August, a final evaluation of the doctoral intern’s performance will be sent, including a formal statement regarding completion of the internship program. If there is a significant problem with a doctoral intern’s performance, the academic program will be advised of the problem, of any corrective actions taken, and the final outcome.
To qualify for consideration the doctoral intern must be from an APA accredited training program, have a minimum of 400 hours of supervised direct service (individual and group treatment) and an additional 30 hours of assessment experience at the doctoral level, passed their comprehensive exams (by the application deadline), successfully proposed their dissertation (by the application deadline), and participate in the APPI-online as executed through the National Matching Service.
Post-match the doctoral interns must pass a criminal background check and comply with the university’s vaccination policies Communications between the academic department and the training site will begin post-match.
To aid in protecting privacy and minimizing potential conflict of interest for those who train at CAPS, applicants to our training program must not have received clinical services from MSU CAPS within 3 years from date of application. Triage/initial consultations and referral coordination appointments will not considered clinical services affecting eligibility.
Hanna Dangiapo – California Lutheran University
Kameron MacNear – University of Illinois at Urbana-Champaign
Rachel Schott – East Tennessee State University
Emily Zoering - University of Louisville
Samara Al-Omaishi – Adler University
Sahar Al-Tweej – Wayne State University
HanaLi Gilbert – Western Michigan University
Haleh Jortani – Spalding University
Seongwon Lee – Michigan School of Psychology
Khadeja Najjar – Cleveland State University
Ananya Sharma – Indiana University of Pennsylvania
Maleya Zataray – Alliant International University
Caroline Callaway – Michigan School of Psychology
Zari Carpenter – Western Michigan University
Maria Sanchez – Texas Tech University
Aniko Varga – Bowling Green State University
Ashley Craft – Michigan School of Psychology
Kiera Kunkle – University of Detroit Mercy
Ciera Lewis – Georgia State University
Jody Zhong – University of Louisville
Jovany Avendano - Florida Institute of Technology
Ana Hill - University of Georgia
Jacki Fritts - Spaulding University
Emma Westra - Western Michigan University
Amara Chukwunenye - Marywood University
Mike Evitts - Western Michigan University
Dan Murphy - Indiana University of Pennsylvania
Anné Stocker - Western Michigan University
Sade Callwood - William James College
Greg Horn - University of Memphis
Markie Silverman - Fielding University
Latoya Taylor - University of Detroit Mercy
Anel Arias - Western Michigan University
Martez Burks - Tennessee State University
Elizabeth Luger - University of North Dakota
Maria Christoff - University of Detroit Mercy
Caitlin Anderson – Iowa State
Daniel Elchert – University of Iowa
Inna Fatkins– Illinois School of Professional Psychology
Jessica Garcia – Chicago School of Professional Psychology
Gail Anderson – Pacific University
Brian Bruijn – University of Memphis
Ian Gackowski – Roosevelt University
Lindsey Williams Sherd – University of Nebraska-Lincoln
Jinaki Flint – Georgia School of Professional Psychology
JoEllyn Walker – Texas A&M University
Erica Smith – University of Southern Mississippi
Shannon Vong – Alliant International University – Los Angeles
James E. Brooks – University of Illinois Urbana-Champaign
Munni Deb – The University of Iowa
Samar Harfi – The Illinois of Professional Psychology at Argosy University, Chicago
Coleen Williams – University of Hartford
Timika Edwards – University of Georgia
Tenille Gaines – Auburn University
Michael McPartland – Adler University
Mishelle Rodriguez- University of North Texas
Abraham Bilyeu – University of North Dakota
Amanda Brown – University of Arizona
Eric Miller – Eastern Michigan University
Sophia Rath – Western Michigan University
Lesley-Ann Brown – Texas A&M University
Shondale Deloach – Cleveland State University
Duk-Hae Sung – Indiana State University
Kimberly D. Weaver – Adler School of Professional Psychology
Sonia Dhaliwal – Pacific University in Oregon
Rico Drake – University of Missouri – Kansas City
Nontle Nako – Western Michigan University
Dixie Turner – Louisiana Tech University
Yvonne Langdon – Howard University
Nancy Hammoudah – Western Michigan University
Jonathan Blair – Clark University
Geoff Bathje – University of Georgia
Date Program Table updated: 9/2/2025
Program Disclosures
Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values? | _____ Yes
__x___ No |
If yes, provide website link (or content from brochure) where this specific information is presented: | |
N/A | |
Internship Program Admissions
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: |
Intern selection is based primarily on degree of fit. We seek interns who have interests and goals that are compatible with our training philosophy and aims of the training program. The following qualities are often indicators of a good fit with the MSU CAPS training program:
|
Does the program require that applicants have received a minimum number of hours of the following at the time of application? If yes, indicate how many: | ||||
Total Direct Contact Intervention Hours | Y | 400 | ||
Total Direct Contact Assessment Hours | Y | 30 | ||
Describe any other required minimum criteria used to screen applicants: | ||||
To qualify for consideration the applicant must:
| ||||
Financial and Other Benefit Support for Upcoming Training Year* | ||||
Annual Stipend/Salary for Full-time Interns | $34,500 | |||
Annual Stipend/Salary for Half-time Interns | N/A | |||
Does the program provide access to medical insurance for an intern? | Yes | |||
| ||||
If access to medical insurance is provided |
| |||
| 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 | ||
| Hours of Annual Paid Personal Time Off (PTO and/or Vacation) | 80 | ||
| Hours of Annual Paid Sick Leave | N/A | ||
| 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? |
Yes | ||
| Other Benefits: University Holidays (11); Professional development time/funds to assist with counseling conference; Faculty/staff library privileges; Faculty/staff parking (Monthly fee). | |||
*Note: Programs are not required by the Commission on Accreditation to provide all benefits listed in this table | ||||
| ||||
Initial Post-Internship Positions | ||||
| 2022-2025 | |||
Total # of interns who were in the 3 cohorts | 12 | |||
Total # of interns who did not seek employment because they returned to their doctoral program/are completing a doctoral degree | 0 | |||
|
| PD | EP | |
|
|
|
| |
Academic teaching | 0 | 0 | ||
Community mental health center | 0 | 0 | ||
Consortium | 0 | 0 | ||
University counseling center | 2 | 3 | ||
Hospital Medical Center | 1 | 0 | ||
Veterans Affairs Health Care System | 0 | 0 | ||
Psychiatric facility | 0 | 0 | ||
Correctional facility | 0 | 0 | ||
Health maintenance organization | 0 | 0 | ||
School district/system | 0 | 0 | ||
Independent practice setting | 1 | 3 | ||
Other | 0 | 3 | ||
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. | ||||
Policy Regarding Academic Programs Requesting Additional Evaluation Materials:
MSU CAPS evaluations are comprehensive in nature, based on our program’s training model, aims and the national benchmarks established by our profession. Twice per year, the MSU CAPS Training Director sends an email to your DCT summarizing performance to date along with a copy of the completed evaluation. MSU CAPS will not complete additional contracts or evaluations. Your program may choose to use the data from our evaluations to complete their own forms. You are strongly encouraged to consult with your DCT and/or the MSU CAPS Training Director if you have any questions about this policy
Application Psychology Internship August 2027-August 2028
Our application deadline is November 9, 2026.
Please use the National Matching Services web tools to send your completed application file to Michigan State University Counseling Center (136911).
Application Instructions
To be considered for internship at MSU CAPS, your online application must include the following:
Selection Process Summary
Our selection process follows all Association of Psychology Post-Doctoral and Internship Centers (APPIC) guidelines. In particular, 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.
If you have any questions about our program or the application process, please feel free to contact the Training Director, Dr. Joshua Turchan, Ph.D., ABPP at (517) 355-8270 or turchanj@msu.edu.
Post-Match Requirement
In compliance with the Michigan Mental Health Code, after matching, but before securing employment with Michigan State University, the doctoral intern must pass a criminal background check conducted by the university at no charge to the doctoral intern.
Applicants who match to our program but do not successfully pass this background check will be dismissed from the internship (see APPIC Match Policy 4a).
In compliance with health and building codes, Doctoral Interns must provide evidence of immunization and asked to receive an annual flu vaccine. If immunization records are not readily available, titers can be measured through a simple blood test. Flu shots will be given on-site. Any health team employee who refuses an annual flu shot will be requested to wear a protective mask while in the building.
Doctoral interns must be in “good standing” in their academic program prior to and during the internship. It is the intern’s responsibility to inform the MSU CAPS Training Director if such standing is in question or if it changes.
Admission Data
| 2024-2025 | 2025-2026 | 2026-2027 |
|
Applicants to program: | 65 | 56 | 90 |
|
Applicants Submitted on APPIC rank order list: | 38 | 40 | 40 |
|
Interns who Entered the Program as Full-Time: | 4 | 4 | 4 |
|
Interns who Were Funded: | 4 | 4 | 4 |
|
*Indicates applications in both phase I & II
Intern Demographic Data
NUMBER OF INTERNS ENTERING EACH YEAR WHO IDENTIFY THEMSELVES AS: | 2023-2024 | 2024-2025 | 2025-2026 | |
African-American/Black |
| 2 | - | - |
American Indian-Alaska Native |
| - | - | - |
Asian |
| - | 3 | 1 |
Hispanic-Latino |
| 1 | 1 | - |
| Middle Eastern or North African | - | 1 | 3 | |
Native Hawaiian – Other Pacific Islander |
| - | - | - |
White |
| 2 | - | - |
Non-Hispanic Multi-Ethnic |
| - | - |
|
Not Reported |
| - | - | - |
TOTAL NUMBER (above rows only) | F | 3 | 4 | 4 |
| M | - | - | - |
| O | 1 | - | - |
Disability self-identification |
| - | - | - |
LBGTQ self-identification |
| 2 | - | 2 |
Foreign Nationals
|
| - | 2 | - |