Clinical
Psychology
Internship
Program
Department of State Hospitals-Napa
2016-2017
MISSION
The mission of the Clinical Psychology Internship Program (CPIP) at Department of State Hospitals
(DSH)-Napa (Napa State Hospital) is to provide a comprehensive and individualized training
experience for each clinical psychology intern. This experience is grounded in an on-going
assessment of an intern’s training needs, as well as their interests. DSH - Napa provides a wealth of
training experiences for the intern who is interested in expanding their skills in the assessment and
treatment of the severely mentally ill.
DSH-Napa is the second largest forensic hospital in the country. It is located on 2,000 acres in the
southeast corner of the beautiful Napa Valley in Northern California. The professional staff includes
approximately 50 psychiatrists, 65 psychologists, 50 social workers, 70 rehabilitation therapists, and a
large nursing service. Although most of the supervision which psychology interns receive is provided
by clinical psychologists, training from other mental health disciplines is provided as well (e.g., Grand
Rounds), and interdisciplinary collaboration is, of course, commonplace in an inpatient setting. In
addition to the CPIP, training programs in other disciplines at DSH-Napa (e.g., Forensic Fellowship,
Department of Psychiatry and Behavioral Sciences, U.C. Davis) provide supplemental learning
opportunities. DSH-Napa is an Equal Opportunity Employer, which actively recruits individuals from
diverse backgrounds. Currently, 60 % of DSH-Napa hospital staff (and approximately 50 % of DSH-
Napa patients) identify as racial and/or ethnic minorities. Such diversity enhances an awareness of
the role which racial and ethnic factors play in psychiatric treatment. DSH-Napa can accommodate
physically challenged patients, staff, and interns, because it is almost completely wheelchair
accessible.
PATIENT POPULATION
As of this writing (September, 2015), DSH-Napa provides psychiatric treatment to approximately 1150
patients. Patients at DSH-Napa can be divided into two broad categories. Approximately 75% of our
patients are hospitalized under criminal commitments, while 25% have civil commitments.
CRIMINAL COMMITMENTS
Patients with criminal commitments can be divided into three groups. These include patients who
are:
A. Not Guilty By Reason Of Insanity (NGRI);
B. Incompetent To Stand Trial (IST); or
C. Mentally Disordered Offenders (MDO).
These patients are admitted to DSH-Napa in several ways:
Committed to the California Department of State Hospitals (DSH) by county superior court
under one of the three penal code designations noted above.
Transferred from a more secure facility for treatment in a less restrictive setting.
2
Returned from Community Outpatient Treatment (COT) for noncompliance when the county
conditional release program (CONREP) advises the county superior court that the patient
may not be safely managed in the community
Not Guilty By Reason Of Insanity (NGRI)
DSH-Napa provides treatment for the largest population of NGRI patients of any facility in the
country. The overall goal for these patients is improvement to the point where they gain
admission or re-admission to CONREP, which coordinates return to the community. NGRI
patients are treated on approximately seventeen different units. These units are graded in step-
wise fashion from more structured “stabilization units” to less structured “discharge units”, where
patients have jobs, or attend partial hospitalization treatment, off of their home unit. Specialized
treatment programs are provided on several of these units. These include the Geropsychiatric
NGRI/IST Unit and the Sex Offender Treatment Program. Several of the NGRI units are co-ed.
Movement between the “stabilization”, “transition” and “discharge units” is based on evidence of
responsible behavior. Psychologists on these units serve as members of a multidisciplinary
treatment team. They provide individual psychotherapy and group treatment services (e.g.,
process and support groups, chemical dependency groups, etc.) and consultation services. In
addition, psychologists write and implement behavior plans, prepare court letters, provide crisis
intervention services, and testify at writ and extension hearings. A major component of group
treatment on NGRI units is the Forensic Issues Group, where patients are encouraged to come to
terms with their mental illness, understand the role their illness played in their instant offense, and
learn relapse prevention skills. A broad range of rehabilitative and recreational therapy services is
also offered by other disciplines.
Incompetent to Stand Trial (IST)
These patients have committed a criminal offense but are unable to go to trial or plea-bargain
because of mental impairment. The county superior courts have determined that these
defendants are unable to understand the criminal charges against them and/or assist their
attorneys in preparing a rational defense. The focus of treatment for these patients is to regain
competency so that they can return to court and face charges. As on NGRI units, psychologists on
IST units also serve on a multidisciplinary team and provide the range of clinical treatment
services noted above. However, treatment for these patients is more psycho-educational in
nature. Patients attend competency groups designed to enable them to understand the nature of
the criminal charges against them and to meaningfully participate in their own defense. These
patients must also pass a competency evaluation before they are returned to court. The IST
patients are treated on approximately 6 locked units.
Mentally Disordered Offenders (MDO)
MDO patients are former parolees of the California Department of Corrections. They were
convicted and have served prison sentences. These patients completed their parole but because
of continuing mental illness and dangerousness, have been committed to the Department of State
Hospitals (DSH) for continued treatment. MDO patients are the smallest of the 3 forensic patient
groups. They receive treatment on NGRI units.
Specialized Treatment Programs
For the most part, patients are treated on units organized around penal code status (e.g., NGRI).
However, there are several specialty units that are organized around these patients’ particular
psychiatric needs:
3
A. The Dialectical Behavior Therapy (DBT) Treatment Program
At DSH-Napa, DBT has been implemented two different ways to address two different clinical
issues. In July, 2012, DBT was implemented in a “clinic” model, where patients from various units
participated in DBT skills groups. These patients also participated in weekly individual DBT
therapy, and the providers participated in a weekly DBT consultation group. These participants
were patients whose psychiatric symptoms were stable, but who were not making progress
towards discharge due to their personality disorders. Therefore, DBT was introduced to help them
meet discharge criteria to the community, and decrease their length of stay in the hospital.
In Fall, 2012, DBT comprehensive treatment units were established, to treat a group of patients
who were engaging in significant dangerous behaviors, including episodes of self-injurious
behavior, physical assaults on others, and episodes requiring seclusion and restraint. As such, in
addition to receiving individual and group treatment, these patients were housed and treated in a
DBT-informed therapeutic milieu. All unit staff received training in DBT principles and unit staff as
well as ancillary staff, attend weekly DBT consultation groups.
In addition to these two projects, components of DBT are provided on other units. Usually these
are therapy groups, such as DBT skills group, without the individual therapy component, and
without the structured milieu where all staff are trained in DBT principles and interventions.
B. The Sex Offender Unit and Hospital-Wide Sex Offender Treatment Program
The Sex Offender Unit provides treatment for patients who meet one of three criteria: 1) the
instant offense was sexual in nature, 2) the patient has been designated as a 290 sex-offender
registrant, or 3) there are sexual events or issues in the patient’s history which are of concern to
the treatment team, or the Conditional Release Program (CONREP). The treatment program on
this unit is modeled after the one at Atascadero State Hospital, which is the standard of care for
sex offenders in the relapse prevention model. It includes four phases of treatment. The hospital-
wide program is similar in design, and provides less intensive treatment for patients receiving
treatment on other units.
C. The Geropsychiatric Treatment Program
This program provides treatment to elderly patients hospitalized under NGRI and IST
commitments. Treatment on this unit is geared to the special medical and neuropsychiatric needs
of this population. For example, group treatment with a focus on neuropsychiatric rehabilitation is
provided to patients suffering from various stages of dementia.
CIVIL COMMITMENTS
Patients who represent a danger to themselves or others, but who have committed no crime, are
committed to DSH-Napa pursuant to civil commitment statutes. Typically, all patients are county
conservatees who are too severely disturbed to be treated in locked facilities or board and care
homes in their county of origin. Unlike the forensic units, these patients are not treated as a
function of penal code status. Civilly-committed patients are treated on different units as a
function of their age, gender, level of functioning, acuity, or special needs. There are currently 8
in-patient units. These include an acute/receiving, acute medical, skilled nursing and 5 long-term
units. Five of these units are co-ed. Treatment programs for these patients are similar to those
of the forensic patients, without a focus on criminal behavior. Like the forensic units, the
treatment program on each civil unit is grounded in a needs assessment of the particular patients
4
it serves. For example, the all-female unit provides treatment for patients with severe borderline
personality disorder, self-injurious behavior, and trauma and recovery. Psychologists offer the
same range of clinical services as provided on forensic units. They also testify at writ hearings.
Clinical Psychology Internship Program
GENERALIST TRAINING
Our intention is to prepare pre-doctoral interns for entry level practice in professional psychology.
The training program is geared toward this general aim as well as the specific interests and
needs of the intern class. We subscribe to a “general practitioner model,” with an emphasis on
public service to the severely mentally ill. We offer generalist training because we believe that
the focus of pre-doctoral training should be on the acquisition and consolidation of general clinical
skills. Training is provided in the treatment of patients with severe mental disorders. An intensive
training experience with severely disturbed individuals can provide an invaluable foundation for
understanding the entire spectrum of mental disorders. Interns are trained to provide a broad
range of clinical services, which is also consistent with a generalist approach. Interns will be able
to apply skills obtained here to a variety of treatment settings and populations. By “practitioner”,
we mean that our focus is on the acquisition of professional skills, which are based on the
science of psychology. We encourage and provide ample opportunities for interns to obtain
specialty training (e.g., neuropsychological assessment) provided they are making satisfactory
progress in the acquisition of generalist skills.
Clusters, Competencies and Essential Components. We evaluate learning outcomes in 6
“competency clusters” (e.g., Professionalism) that group related core competencies together
(e.g., Professional Values and Attitudes, Ethical/Legal). Within each core competency are
grouped the essential components of that competency (Integrity, Deportment, Accountability).
The essential components are further illustrated with examples of observable behaviors, called
behavioral anchors. Each intern’s progress is evaluated at the end of the 6-month and 12-month
rotations, using the Competency Benchmarks in Professional Psychology Rating Form. Our
current clusters, competencies and the essential components of each competency, are listed
below:
1. CLUSTER: PROFESSIONALISM
A. Competency: Professional Values and Attitudes
Description: Professional values and ethics as evidenced in behavior and comportment that
reflects the values and ethics of psychology.
Essential Components: 1) Integrity, 2) Deportment, 3) Accountability, 4) Concern for the
Welfare of Others, 5) Identity.
B. Competency: Individual and Cultural Diversity
Description: Awareness, sensitivity and skills in working professionally with diverse individuals,
groups and communities who represent various cultural and personal background and
characteristics defined broadly and consistent with APA policy.
Essential Components: 6) Self as Shaped By Individual and Cultural Diversity, 7) Others as
Shaped by Individual and Cultural Diversity, 8) Interaction of Self and Others as Shaped by
Individual and Cultural Diversity and Context, 9) Applications Based on Individual and Cultural
Context.
C. Competency: Ethical Legal Standards and Policy
Description: Application of ethical concepts and awareness of legal issues regarding
professional activities with individuals, groups, and organizations.
5
Essential Components: 10) Knowledge of Ethical, Legal and Professional Standards and
Guidelines, 11) Awareness and Application of Ethical Decision Making, 12) Ethical Conduct.
D. Competency: Reflective Practice/Self-Assessment/Self-Care
Description: Practice conducted with personal and professional self-awareness and reflection;
with awareness of competencies; with appropriate self-care.
Essential Components: 13) Reflective Practice, 14) Self-Assessment, 15) Self-Care,
16) Participation in Supervision Process.
2. CLUSTER: RELATIONAL
A. Competency: Relationships
Description: Relate effectively and meaningfully with individuals, groups, and/or communities.
Essential Components: 1) Interpersonal Skills, 2) Affective Skills, 3) Expressive Skills
3. CLUSTER: SCIENCE
A. Competency: Scientific Knowledge and Methods
Description: Understanding of research, research methodology, techniques of data collection
and analysis, biological bases of behavior, cognitive-affective bases of behavior, and
development across the lifespan. Respect for scientifically-derived knowledge.
Essential Components: 1) Scientific Mindedness, 2) Scientific Foundation of Psychology,
3) Scientific Foundation of Professional Practice
4. CLUSTER: APPLICATION
A. Competency: Evidence-Based Practice.
Description: Integration of research and clinical expertise in the context of patient factors.
Essential Components: 1) Knowledge and Application of Evidence-Based Practice
B. Competency: Assessment
Description: Assessment and diagnosis of problems, capabilities and issues associated
with individuals, groups, and/or organizations.
Essential Components: 2) Knowledge of Measurement and Psychometrics, 3) Knowledge of
Assessment Methods, 4) Application of Assessment Methods, 5) Diagnosis,
6) Conceptualization and Recommendations, 7) Communication of Assessment Findings.
C. Competency: Intervention
Description: Interventions designed to alleviate suffering and to promote health and well-
being of individuals, groups, and/or organizations.
Essential Components: 8) Intervention Planning, 9) Skills, 10) Intervention Implementation,
11) Progress Evaluation
D. Competency: Consultation
Description: The ability to provide expert guidance or professional assistance in response to
a client’s needs or goals.
Essential Components: 12) Role of Consultant, 13) Addressing Referral Question,
14) Communication of Consultation Findings, 15) Application of Consultation Methods.
5. CLUSTER: EDUCATION
A. Competency: Supervision
Description: Supervision and training in the professional knowledge base of enhancing and
monitoring the professional functioning of others.
Essential Components: 1) Expectations and Roles, 2) Processes and Procedures, 3) Skill
Development, 4) Supervisory Practices
6. CLUSTER: SYSTEMS
A. Competency: Interdisciplinary Systems
6
Description: Knowledge of key issues and concepts in related disciplines. Identify and
interact with professionals in multiple disciplines.
Essential Components: 1) Knowledge of the Shared and Distinctive Contributions of Other
Professions, 2) Functioning in Multidisciplinary Contexts, 3) Understanding how
Participation in Interdisciplinary Collaboration/Consultation Enhances Outcomes,
4) Respectful and Productive Relationships with Individuals from Other Professions
B. Competency: Advocacy
Description: Actions targeting the impact of social, political, economic or cultural factors to
promote change at the individual (client), institutional, and/or systems level.
Essential Components: 1) Empowerment
C. Competency: Forensic Orientation
Description: Knowledgeable about the range of clinical/legal/ethical issues that pertain to
professional deportment and service delivery in a forensic institution.
Essential Components: 1) Safety, 2) Informed Consent, Treatment Frame and
Communication with the Treatment Team, 3) Psychological Testing of Suicide and Violence
Risk, 4) Forensic Knowledge
OPPORTUNITIES FOR FORENSIC TRAINING
We do not offer a formal forensic training track. At the present time, the CPIP offers an orientation
to select areas in forensic psychology only. As noted above, we believe that the pre-doctoral year
should focus on the consolidation of generalist skills. Our orientation to forensic psychology has
several components. We offer a forensic seminar sequence covering topics such as “NGRI:
History and Case Law” and “Risk Assessment”. In addition, interns can participate in the hospital-
wide forensic trainings noted above. They can also attend the forensic case-consultations at DSH-
Napa offered by the Department of Psychiatry and Behavioral Science at U.C. Davis.
TRAINING ACTIVITIES
Training is primarily provided in four ways:
Clinical service delivery;
Individual supervision;
Seminars; and
The Preceptor/Mentor program.
CLINICAL SERVICE DELIVERY
A. Working on an Inpatient Unit
The 12-month internship is divided into two 6-month rotations. A rotation commitment entails
16-20 hours a week on an inpatient unit. The psychologist at the site provides supervision.
The clinical responsibilities for the intern are the same as for the unit psychologist. Interns
serve as members of a multidisciplinary treatment team. They provide psychological
assessment and treatment planning services. They also provide individual psychotherapy and
group treatment services (e.g. process and support groups, chemical dependency, etc), which
are derived from and shaped by the psychological assessment. In addition, interns write and
implement behavior plans and provide crisis intervention services. They also provide
consultation services to staff regarding treatment of patients, as well issues pertaining to unit
7
staff. The one exception is that interns cannot testify in court but are welcome to observe
licensed staff testify as fact or expert witnesses.
B. Psychological Assessment
Interns are expected to complete a minimum of ten psychological assessments during the
internship year. Interns typically test patients from throughout the hospital, as an effort is made
to funnel the best training cases to interns. Each intern meets weekly with their psycho-
diagnostic assessment supervisor and has two or more (e.g. neuropsychological or forensic
risk assessment supervisor) different assessment supervisors during the year. Supervision
and training in neuropsychological assessment is also available for interns. Depending on the
intern’s interest and skill in this area, neuropsychological training can range from simply
developing basic neuropsychological screening skills to completing several full
neuropsychological assessment batteries.
C. Individual Psychotherapy
Interns are expected to carry three to five long-term psychotherapy cases throughout the
training year. Long-term patients are typically seen one or two times a week. These cases
can be selected from anywhere in the hospital and thus may reflect a broad or narrow range of
psychopathology. Each intern receives two hours of individual psychotherapy supervision for
their long-term psychotherapy caseload. In addition to long-term psychotherapy, interns may
provide short-term therapy to patients at their rotation site. The rotation supervisor generally
provides supervision of short-term therapy cases and psychotherapy groups at the rotation
site. Interns also obtain group supervision on all individual psychotherapy cases as they
present their work in weekly group supervision and in the weekly Psychotherapy Seminar.
INDIVIDUAL SUPERVISION
Interns typically receive 4 hours per week of individual, face-to-face supervision, and one hour of
group supervision. Individual supervision includes meetings with a unit rotation supervisor, a
psychological assessment supervisor, and two individual psychotherapy supervisors. The intern
meets with each supervisor once a week and more if desired or needed. The Director of Training
works with each intern in the selection of supervisors for each rotation, and in the selection of
long-term psychotherapy cases.
SEMINARS
There are three core weekly seminars:
A. Psychodiagnostic Assessment Seminar
This seminar is composed of a sequence of training modules, from simple to more complex.
In each module, didactic training alternates with intern case presentations, so that principles
learned during the didactic seminars can be applied to case material. The seminar begins with
the cognitive assessment module, where didactic training is followed by intern case
presentations in cognitive assessment. The second module covers cognitive/personality
assessment. This module includes training on a number of personality measures (e.g. MMPI-
2, MCMI, PAI, and Rorschach). Case presentations cover the ways in which cognitive and
personality data inform each other, and how cognitive and personality data are integrated in a
test report. Second rotation covers more complex assessment issues and "specialty
assessments" (e.g. violence risk assessment, and neuropsychological testing).
8
B. Psychotherapy Seminar
Our aim in this seminar is to present the major Psychodynamic and CBT approaches to the
treatment of the severely mentally-ill, and the empirical basis for these approaches. We
generally begin with several seminars introducing basic concepts in working with the severely
mentally-ill, and providing individual therapy in a forensic setting. We proceed with an
introduction to basic concepts in each treatment orientation, and then provide training on more
complex issues. As in the Assessment Seminar, didactic training alternates with intern case
presentations, so that principles learned during the didactic seminars can be applied to case
material. Interns will receive intensive training in psychodynamic case conceptualization in this
seminar. The work of Melanie Klein, D.W. Winnicott, Michael Balint, Thomas Ogden, Heinz
Kohut and Otto Kernberg, among others, is applied to an understanding of primitive mental
states and defenses. Interventions which are derived from these conceptualizations are
pitched at a level where the patient can understand and hopefully derive meaning from them.
CBT conceptualizations and interventions are explored, with particular emphasis on Dialectical
Behavior Therapy.
C. Professional Issues Seminar
Our aim in this seminar is to provide didactic and applied training in Consultation, Supervision,
Cultural Diversity and Legal and Ethical Issues. The seminar also covers select topics in
Forensic Psychology. In this seminar, we also provide an opportunity for interns to process
various aspects of their training experience. In the past, interns have discussed such topics
as adjustment to working with severely disturbed patients, the role of a psychologist and
developing a professional identity.
PRECEPTOR/MENTOR PROGRAM
Some interns have reported that our Preceptor Program was the most valuable aspect of their
training experience here. The goal of this program is to provide an opportunity for interns to
discuss the range of concerns they may have, related to their professional development, with a
member of our training staff (preceptor). The preceptor has no evaluative function. The
mentor/student relationship is essentially confidential, so that issues might be discussed in a more
unencumbered fashion. Participation in this program is optional.
HOSPITAL-WIDE TRAINING OPPORTUNITIES/RESOURCES
The Department of Professional Education Grand Rounds
Weekly presentations on a wide range of topics in mental health are offered where DSH-Napa
staff and Specialists from around the country are featured.
Department of Psychology Training.
Specialists from the Bay Area and around the country provide training that addresses the
specific educational needs of psychologists.
UC Davis Forensic Case Consultation
The Forensic Fellowship Program offers periodic consultations on DSH-Napa forensic patients
who have been referred by DSH-Napa treatment teams.
UC Davis Courtroom Testimony Training
9
Dr. Charles Scott, Professor in the Division of Psychiatry and the Law at UC Davis provides
training in expert testimony to clinical staff at DSH-Napa. Mock trials of actual upcoming court
cases are conducted where Dr. Scott plays the role of public defender and state’s attorney in
direct and cross examination of clinical staff. Dr. Scott critiques the testimony provided by
staff, which assists staff as they prepare for the actual court testimony.
DSH-Napa Professional Library
The DSH-Napa Professional Library subscribes to nearly 120 journals. The library also offers
the computer search services of PsychINFO and Medline.
Field Trips
Interns participate in two or three field trips each year. In recent years, interns have visited
several California State Prisons, or county inpatient treatment facilities.
Computers
Computers are available to aid interns with their clinical work. The Department of Psychology
has test scoring and interpretation software, including programs for interpreting the MMPI-2,
Rorschach, and the Millon Clinical Multiaxial Inventory-3, among others. Each intern also has
his or her own computer network account, which allows access to the Local Area Network
(LAN). Network accounts include Microsoft Outlook e-mail for communication and
correspondence, and access to the Internet.
EVALUATION OF INTERN PERFORMANCE
Each intern meets regularly with the Psychology Internship Director to discuss his or her
training experience.
Training supervisors meet monthly to review the progress of each intern (and to provide
peer supervision in their work as supervisors). Areas of particular strength and areas
requiring more attention for continued professional development are identified for each
intern. Formal rotation evaluation meetings occur in the middle and at the end of each 6-
month rotation period. At these meetings, each intern meets with all of his/her supervisors
to review their progress in the program.
At the end of each rotation, each supervisory team meets to complete a written evaluation
of each intern’s performance. Concurrently, each intern is asked to evaluate each
supervisor.
THE NAPA COMMUNITY
DSH-Napa is located in Napa (pop 77,000), the largest community in the renowned viticulture center.
The schools in the area are good, and there are a number of after-school and day-care centers for
children of working parents.
The climate is often described as Mediterranean. Fall and spring days are pleasant and summer
days are warm, with three or four brief heat waves during the summer. The temperatures during
summer nights range between 50 and 55 degrees. The rainy season begins in November, with little
or no rain after April. Winter day temperatures fluctuate between 50 and 65 degrees, with evening
temperatures rarely dropping below 32 degrees between mid-December and March. Apartments,
duplexes, and houses are readily available in Napa. Most rentals are unfurnished, but come with a
refrigerator and stove. A modern, one bedroom, unfurnished apartment is typically available at
10
$1200+ per month; a one-bedroom, furnished is available for $1400+ per month. Three-bedroom, 2-
bath homes average $1800 - $2000 per month. Despite the fact that housing is available within
walking distance of the hospital, a car is considered essential in this community. Hospital staff does
commute varying distances, with the majority carpooling from adjacent municipalities.
ACTIVITIES IN THE SURROUNDING AREA OF NAPA
Some of the many leisure and recreational activities in the immediate and not-too-distant areas are:
NAPA VALLEY:
Many award-winning restaurants;
Over 200 famous Napa Valley Wineries and tasting rooms, which may include a relaxing
picnic lunch.
Road bike rides and mountain biking trails for bicycle enthusiasts. Also, bicycle riding along
valley back roads;
Nearby Calistoga, home of mineral water and hot springs, offering natural spas, mineral
baths, mud baths, shops and restaurants;
Several public golf courses, swimming pools, tennis courts, horseback riding stables, fishing
and hiking areas, softball leagues, and campgrounds provide outdoor recreational activities;
Napa Valley College, a community college, offers a variety of cultural, recreational and social
activities;
Napa Valley College and Napa Parks and Recreation Department offer courses in arts and
crafts, foreign languages, wine appreciation, computer programming, and physical activities
(e.g., swimming, racquetball, aerobics, Tai Chi, yoga and meditation);
There are several art shows held annually in local galleries and parks;
Several wineries host annual summertime festivities, including jazz, pop, and classical
concerts featuring top-name entertainers; Bottle Rock Music Festival
There are many active charitable, social, recreational and/or professional organizations and
clubs.
AN HOUR OR LESS BY CAR FROM NAPA:
Nearby San Francisco (52 miles) offers a wealth of cultural, educational, and recreational
activities.
Berkeley (40 miles).
Lake Berryessa (20 miles).
Mt. Tamalpais (45 miles).
Muir Woods (40 miles).
Sausalito (40 miles).
Sacramento (60 miles).
The Sonoma Coast (50 miles).
OTHER AREAS OF INTEREST:
The Santa Cruz Beach and Boardwalk area is 120 miles southwest.
11
Monterey and Carmel, gateway to Big Sur, are about 30 miles further down Highway 1.
Picturesque Mendocino on the Northern California coast is approximately 180 miles away.
Many ski resorts are within three to five hours drive from Napa.
Lake Tahoe is roughly 175 miles east.
Yosemite National Park is 180 miles southwest.
12
DIRECTIONS TO NAPA STATE HOSPITAL’S PSYCHOLOGY BUILDING
From San Francisco:
Travel east on I-80
Exit on Highway 37 (marked with “Napa” sign)
Drive 2 1/2 miles
Turn right on Highway 12/29 (also called Sonoma Boulevard)
Drive 6 1/2 miles until the “Y” split in the road
Follow the directions below**
From Sacramento:
Travel west on I-80 Exit Highway 12 West (marked with “Napa” sign)
Drive 6 miles until the road reaches a “T”
Turn right on Highway 12/29
Drive 1 1/2 miles north to the “Y” split in the road
Follow the directions below**
From the East Bay:
Travel north on I-680
Exit on I-80 West
Exit Highway 12 West (marked with “Napa” sign)
Drive 6 miles until the road reaches a “T”
Turn right on Highway 12/29
Drive 1 1/2 miles north to the “Y” split in the road
Follow the directions below**
***After the “Y” Split:***
Take the right-hand fork, which directs you toward Napa. Drive 2 1/2 miles north to Napa State
Hospital
Turn right at the main entrance. The Psychology Building is the last building on the left of
Magnolia Blvd.
Park in any convenient location. A sign in front of the Psychology Building reads “Single
Nurses’ Home/Psychology Offices”. Single Nurses is an historical designation and the building
now only houses Psychology Staff.
APPLICATION INFORMATION
NATURE OF THE POSITION
A. The CPIP is accredited by the Commission on Accreditation of the American Psychological
Association. Any questions related to the CPIP’s accreditation status should be directed to
the Commission on Accreditation at:
Office of Program Consultation and Accreditation
American Psychological Association
750 1
st
Street, NE, Washington, DC 20002
Phone (202) 336-5979/E-mail: [email protected]
Web: www.apa.org/ed/accreditation
Four funded positions are available starting September 1, 2016 and continuing for a full year.
The stipend for the 2016-2017 training year is approximately $30,555. There are no unpaid
positions.
Medical insurance for the intern and his or her immediate family is provided at no charge or
minimal charge, depending upon the program selected. Dental insurance is also provided.
Vacation, State holidays and paid educational leave are available.
ADMISSION CRITERIA
Applicants must be doctoral candidates in clinical psychology (preferably from an APA-
accredited program), at a recognized university or professional school. Napa State Hospital is
unable to review applications from programs where the degree is awarded in a non-clinical
specialty (e.g. forensic psychology). Applications from “Clinical-Forensic” programs will be
accepted provided the coursework in the respective program is comparable to a traditional
“Clinical” program. Applicants from “Clinical-Forensic” programs may want to address this
issue in their cover letter. All requirements for the degree, with the exception of the
dissertation, must be completed by the start of internship. Applicants need not be U.S.
Citizens.
Student Disclosure of Personal Information: The CPIP adheres to APA’s Ethical Principles
of Psychologists and Code of Conduct, December, 2002. Regarding Principle 7.04, interns are
not required to disclose personal information. However, in supervising an intern’s clinical work,
an intern may be asked, for example, to describe how it feels to work with a particular patient,
as part of clinical inference-making or part of an exploration of counter-transference reactions.
Occasionally, an intern may be invited to talk about some aspect of their personal history or
about psychological conflicts, which directly bear upon their work with a particular patient.
APPIC Policies and Procedures: Napa State Hospital is a member of the Association of
Psychology Postdoctoral and Internship Centers (APPIC) and our intern positions are selected
through the APPIC match. Details on the match process can be found on the APPIC website.
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 applicant.
14
State of California Eligibility Requirements: Appointment of applicants to internship
positions is contingent upon satisfying several eligibility requirements. Although internship
offers will be made in February, 2016, actual employment in September, 2016, is contingent on
passing a physical examination (including a drug screen) and a security clearance following
fingerprinting. Please note that even if you successfully match with DSH-Napa, you may not
be eligible for employment if you have ben convicted of a crime.
APPLICATION PROCEDURE
A. Complete the online AAPI via the Applicant Portal on the APPIC website. The APPIC
website provides instructions for completing the online AAPI and submitting letters of
recommendation and transcripts for the online application process.
B. Select Napa State Hospital as a “Designated Site” on the APPIC Applicant Portal
C. Complete the California Examination and Employment Application (Form 678). Please
download a PDF version of this form that can be completed electronically and saved as a PDF.
The easiest way to complete Form 678 is to copy and paste relevant information from the
applicant’s curriculum vita (please include actual job descriptions and do not simply indicate
“see CV”). Please email a completed copy of this form, with an electronic signature, to Dr.
Lesch at [email protected]. Your application must include your signature. If you
cannot add an electronic signature, you must fax a copy, or send us a hard copy of the
application form by snail mail. Please note that although APPIC guidelines prohibit internship
sites from requesting any materials to be mailed directly to the site, APPIC has made an
exception for all internships in California that require this form as part of the application
process. Also, please note that APPIC has indicated that they would prefer to have this form
emailed directly to the internship site. Form 678 should not be submitted as supplementary
material with the online AAPI. We cannot process your internship application without a
completed state application.
D. Submit three letters of recommendation via the AAPI online recommendation submission
portal on the APPIC website.
E. Submit copies of all graduate transcripts, cover letter and a current C.V.
Napa State Hospital is an Equal Opportunity Employer
DEADLINE
All application materials which are uploaded via the APPIC Applicant Portal (e.g., transcripts
and letters of recommendation), as well as Form 678, must be received by November 16
th
, to
enable the Internship Director and Training Committee sufficient time to review applications.
Please refer to the deadlines for submission of rank order lists on the APPIC website. We
adhere to the APPIC and APA policies and procedures regarding offers and acceptances. All
application materials will be reviewed and rated by the Psychology Internship Advisory
Committee. Applicants who receive the highest rankings will be invited for an in-person
interview. Interviews will be conducted in January 2016, and will include a hospital tour.
For further information please contact us directly using the contact information below:
15
Richard Lesch, Ph.D., Internship Director, Napa State Hospital. Our address is 2100 Napa-
Vallejo Highway, Napa, CA 94558. Dr. Lesch’s telephone number is 707-253-5308. Our fax
number is 707-253-5341. [email protected]
CLINICAL PSYCHOLOGY INTERNSHIP PROGRAM
Graduate Programs of Recent Former Interns
Class of 2015-16
Wright Institute
Rutgers, The State University of New Jersey
Carlos Albizu University
Argosy Univesity – Southern California
Class of 2014-15
Wright Institute
John F. Kennedy University
Argosy University – Phoenix
California School of Professional Psychology at Alliant University,
16
Class of 2013-14
Fuller Graduate School of Psychology
PGSP/Palo Alto University
Wright Institute
University of Denver
Class of 2012-13
Fuller Graduate School of Psychology
Azusa Pacific University
Alliant/California School of Professional
Psychology/SF
Wright Institute
Class of 2011-12
Miami University/Ohio
Florida Institute of Technology
PGSP/Palo Alto University-Stanford Consortium
University of La Verne
Class of 2010-11
PGSP/Palo Alto University
Fuller Graduate School of Psychology
Argosy University/Phoenix
John F. Kennedy University
Class of 2009-10
Azusa Pacific University
University of La Verne
Nova Southeastern University
University of California, Berkeley
Class of 2008-09
California School of Professional Psychology/SF
Argosy University/Phoenix
Wright Institute
Azusa Pacific University
Class of 2007-08
Miami University/Ohio
PGSP/Palo Alto University-Stanford PsyD Consortium
Argosy University/Phoenix
Florida State University
Class of 2006-07
Rutgers University
California School of Professional Psychology/ S.F.
Chicago School of Professional Psychology
California School of Professional Psychology/ San
Diego
Class of 2005-06
Wright Institute
California School of Professional Psychology/ S.F.
Georgia State University
University of Rochester
17
