Internship Admissions, Support, and Initial Placement Data

Program Tables Updated on 8/31/2026

Program Disclosures

Disclosure	Response
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?	No

Internship Program Admissions

The Doctoral Internship at the Counseling and Mental Health Center at the University of Texas at Austin has been APA Accredited since 1966. The overall goal of the Psychology Internship Program at CMHC is to train interns in the core duties of a health service psychologist working in the context of a university or college counseling center. This preparation includes a commitment to the development of skills in multicultural competence, clinical intervention, professionalism, ethical decision-making and behavior, and commitment to self-reflection and personal and professional growth and development. While we know that many of our interns will aim for a counseling center position as their first job, we also believe that the functions and services of our Center will prepare interns well for a variety of positions, especially those in outpatient settings.

Interns in our Center can expect to benefit from working with individual supervisors who are psychologists who have been licensed for three or more years, and from the opportunity to learn from and contribute to multidisciplinary clinical teams made up of psychologists, social workers, licensed professional counselors, and psychiatrists. These experiences enhance the learning process during the internship year, and prepare interns to work collaboratively and competently within multidisciplinary settings upon graduation.

As is described in other areas of our materials, interns in our Center gain experiences in a broad range of professional activities, including individual counseling, group interventions, crisis services, prevention and outreach, supervision of graduate students, while receiving training and support in one-to-one, small group, and seminar settings.

The internship year is a busy and rewarding one, and our dedicated trainers are committed to assisting interns in gaining the skills that will enable them to continue their personal and professional growth and to increase their sense of professional self-confidence.

Does the program require that applicants have received a minimum number of hours of the following at time of application?

Total Direct Contact Intervention Hours	Yes	400 hours
Total Direct Contact Assessment Hours	No	0

Other Required Minimum Criteria Used to Screen Applicants

• Graduate Program must be APA- or CPA-Accredited in Counseling, Clinical, or School Psychology
• Comprehensive Exams must be successfully completed before the Ranking Deadline for the APPIC Match Process
• Dissertation/Research Project Proposal must be Approved before the Ranking Deadline for the APPIC Match Process
• Certified as ready for internship by doctoral programs

Financial and Other Benefit Support for Upcoming Training Year

Other Benefits

• Interns have access to university facilities and libraries.
• Interns may use a portion of their preceptorship/apprenticeship time as Dissertation Release time.
• Each intern has a private office and computer with internet access.
• The CMHC observes most state and national holidays and is often closed for part of the winter holiday.
• Interns receive limited professional development leave time for approved reasons (e.g., dissertation defense, graduation, professional conferences)

Initial Post-Internship Positions (Aggregate Data for 2023-2026 Intern Classes)

Statement Regarding the Use of Distance Education and Electronically Mediated Education

The Psychology Internship Training Program at CMHC uses Distance Education in specific and intentional ways. For example, the Center provides certified telehealth training using Distance Education. The use of Electronically Mediated Education generally includes the review of video recordings of clinical sessions, and supplemental learning experiences that may be provided via pre-recorded trainings, Internet-based modules or recordings, and independent or guided searches of professionally related topics using online resources. The primary approach to learning is experiential and interactive (e.g., clinical experiences; supervision; seminars; consultations; prevention and outreach). Remote learning methods (e.g., video and audio technologies) have been used to facilitate the provision of services, supervision, and training as indicated in order to decrease health risks to interns and staff in response to the pandemic. Remote learning methods are currently utilized as needed to compensate for healthcare needs and not a routine component of CMHC training.