Doctoral Internship in Health Service Psychology

Letter from Dr. Diane Sobel,
Director of Training

Hello! Welcome to the Towson University Counseling Center Doctoral Internship website. I’m happy to have this opportunity to tell you more about us and our training program, which has been fully accredited by the American Psychological Association since 1984. While the links below detail the specifics of our program, I want to share with you some additional behind-the-scenes information.  One of the things that really stands out about us—and that no website can fully communicate—is how much we value our work environment. We enjoy an exceptionally strong sense of community, and we feel fortunate that our extended family grows each year as we welcome a new group of interns into the fold. 

We treasure diversity and are committed to attracting a diverse group of interns each year. We value continually learning from one another and believe that a multicultural group of staff and interns is essential. Our diversity enriches our clinical competency and our ability to effectively serve our students. We also recognize that cross-cultural interactions can be challenging and require openness and self-reflection. We strive to create an inclusive space where staff and interns alike can challenge and support one another in our ongoing journeys toward multicultural competence. Interns and staff are expected to read and adhere by the values in our Diversity Statement.

The staff members of the Towson University Counseling Center strive to affirm, promote and celebrate diversity. We are committed to be aware of and understand diversity in its broadest sense.

We view this commitment as an ongoing learning journey, never assuming we have quite arrived. Consequently, we continue to seek opportunities in learning about other cultures and their diverse worldviews. In addition, we are dedicated to create an environment where we value and celebrate each other’s differences and extend this spirit to the populations we serve, treating all with dignity and respect.

Prejudice and discrimination in the areas of race, ethnicity, gender identity, sexual/affectional orientation, physical and mental abilities, age, socio-economic status, linguistic identity, and religious/spiritual beliefs are detrimental to the populations we serve as well as to our own personal and professional development. Therefore, we require of ourselves a commitment to work toward the recognition and elimination of such prejudice and discrimination. We continue to build an open and trusting environment in which we feel free to explore and discuss our attitudes, beliefs, values and behaviors in relation to others who are similar to and different from ourselves.

We do recognize that the active promotion of diversity often engenders a change process that includes conflict and strong emotions. Such a process is natural. Mutual respect, honest self-examination, and ongoing, open-minded discussion are the keys to the resolution of those differences.


The program supports training of psychologists who are competent to serve all members of the public and fully endorses Preparing Professional Psychologists to Serve a Diverse Public (APA, 2013 ) as well as the Counseling Psychology Model Training Values Statement Addressing Diversity.

Our environment is casual and warm, and we enjoy gathering around the lunch table each day and bonding around food. We do have an ongoing conflict regarding the superiority of dark vs. milk chocolate, but have learned to tolerate our differences on this.  We not only value getting to know interns as individuals, but also are grateful for the skills and interests they bring that help us continually broaden our perspectives. 

Our program is structured to teach basic general competencies (through the core activities) and to nurture special interests (through the electives).  Interns have the opportunity to participate in the full range of roles that a counseling center health service psychologist might be expected to perform.  However, they always have a safety net in the form of consultation and supervision from staff members at any time that they need it.  The training year is structured developmentally, with interns assuming greater responsibility and autonomy as the year goes on. Interns start the year with an extensive orientation period during which they become familiar with the center, our policies and procedures, and the campus environment. Much of the learning of the year happens as they assume the various professional responsibilities available. 

Aim & Competencies


We will prepare doctoral interns in clinical or counseling psychology to become entry-level Health Service Psychologists through participation in a year-long counseling center internship program.


We will facilitate doctoral interns’ achievement of competency in each of the following areas: Research, ethical and legal standards, individual and cultural diversity, professional values and attitudes, communication and interpersonal skills, assessment, intervention, supervision, and consultation and interprofessional/interdisciplinary skills. 


Clinical Services

Interns participate fully in our Flexible Care Model, offering slots for same-day appointments as well as providing scheduled therapy appointments to a select group of appropriate clients. For more detail on our clinical services model, please see our Services page

Outreach and Consultation Programming

Outreach programs are an integral component of Counseling Center's developmental/preventive activities. The core requirement for outreach is 80 hours over the course of the year. This includes meetings, supervision, planning time, and delivery of outreach services. In consultation with the Assistant Director for Outreach and Consultation, interns develop personal outreach and consultation goals to pursue over the course of the year. Interns are expected to spend a minimum of 80 hours involved with outreach and consultation activities over the year.

Outreach programs are designed, implemented and evaluated in conjunction with staff as well as other interns. Consultation activities and relationships may be established with various components of the University community. Examples of such programs include faculty/student development workshops, orientation workshops, Women's Center workshops, outreach workshops of various themes, liaison with residence halls and other agencies on campus and training undergraduate helpers on campus. Supervision of outreach and consultation programs is typically provided by the co-facilitator or area coordinator.  

Supervision Received

Supervision of interns is held on a regularly scheduled basis for two hours per week with professional psychology staff who are licensed as psychologists in the state of Maryland. 

Each semester, an intern has one primary supervisor, with rotations happening at the half-year mark. Interns interview staff members to gather information about supervisory approaches and then decide amongst themselves who will work with each supervisor.

While a minimum of two hours per week is devoted to individual supervision for therapy cases, informal supervision is often sought and received over and above the minimum allotted.

Supervision is process-oriented, and self-exploration is often encouraged in the context of one’s growth as a therapist. Specific attention to interns' self-awareness regarding diversity issues and support of interns' ongoing growth in this area is an emphasis of supervision.

Interns’ therapy work is videotaped to facilitate the supervision process.


Interns meet weekly for group supervision of their individual therapy work. In the spring, the meeting becomes biweekly and the focus expands to include group supervision of supervision.


Supervision is provided for each counseling and/or therapy group offered by the intern. When co-leading a group with a staff member, supervision is provided by that staff person.

If and when two interns co-facilitate a group, appropriate supervision with a staff member is arranged.

Additionally, all group co-leaders meet as a large group for peer supervision on a weekly basis for one hour.


In the spring semester, interns supervise students from local doctoral programs in counseling and clinical psychology. They conduct individual supervision with an assigned psychology extern for one hour per week.

Interns receive supervision of their supervision from a staff member for one hour per week.  

Additionally, interns have periodic group supervision of supervision with the other interns and a clinical staff supervisor.


Interns meet individually with the Assistant Director for Outreach and Consultation on a regular basis to discuss their goals related to providing outreach and consultation and progress toward those goals.

Training Opportunities

The intern seminar series is an integral part of the doctoral internship program at the Towson University Counseling Center. It provides an opportunity to examine issues related to interns' development as therapists in a context separate from the experiential components of actual direct service and supervision. Because the seminar takes place during the same year that interns are immersing themselves in the practice of psychology with intensive supervision, the experiential components of the program and the seminar can inform one another and provide a unique learning situation for the internship. The seminar has several components:

1. Cultural Reflections: The objectives of this segment of the seminar series are to:

a. Improve knowledge and awareness of the experiences of marginalized groups at Towson University

b. Increase awareness of values, biases, privilege, and identity development due to cultural life experiences.

c. Practice the ability to ask cultural-focused questions with the aim of increasing the cultural self-awareness of the interview and future clients.

The Cultural Reflections seminar series is divided into didactic trainings that inform trainees of the unique experiences of specific cultural groups and experiential trainings (called Cultural Reflections) that include structured interviews to help participants reflect on their myriad cultural identities.

2. Research and Evidence-Based Practice: The research seminar has 3 primary objectives:

a. Provide support for the completion of dissertation / research projects.

b. Familiarize interns with evidence-based treatments for presenting concerns that are commonly encountered at college counseling centers.

c. Strengthen competence in the critical evaluation of clinical research.

The research seminar is divided into meetings focused on dissertation support for interns who are working on their dissertation projects, and on Evidence-Based Professional Practice to promote critical discussion of EBPP for presenting concerns that are commonly seen in college counseling centers (for more detail, see Research seminar description).

3. Professional Issues: The objectives of this component include:

a. Discuss ethical and legal issues related to the profession.

b. Reflect on and discuss the development of one's professional identity.

c. Discuss and provide support on issues related to job search.

Sessions in this component occur throughout the year and are scheduled to reflect current developmental issues for interns at different points in the year.

4. Theoretical Approaches and Special Topics: The objective of this component include:

a. Explore varied theoretical approaches to treatment and apply them to practice.

b. Expand knowledge in special topic areas such as eating disorders, sexual assault, developmental supervision, substance abuse, termination, etc.. 

Psychiatric Mental Health Consultation

The psychiatrists on staff are available for consultation, back-up, and in-service training opportunities. There is the opportunity for collaboration regarding case management and disposition, as well as the opportunity to work in a multi-disciplinary treatment manner with other mental health professionals.

Counseling Center Staff Meetings / Staff Development

We hold weekly staff meetings to convey information from the Division of Student Affairs to Counseling Center staff, to make announcements of relevance to the operation of the Counseling Center, to discuss administrative issues germane to Center programming, and to provide staff development opportunities. Interns are expected to participate as colleagues.

The staff development component is seen as an opportunity for in-service training. Issues of particular interest to staff are identified and staff members, interns, or outside consultants may present on areas specific to their interest and expertise.

Additional Professional Development

The Counseling Center is in full support of the continued development of interns above and beyond that offered through Center involvement and programming. Interns are encouraged to develop their identity as professional psychologists by membership in relevant organizations, attendance at outside workshops, and local, regional, and national conventions. Many of the workshops and training opportunities are offered in the greater Baltimore/Washington area. We make every effort to facilitate the interns' desire for continued professional development. Professional leave is available for these activities.

Interns are provided 4 hours per month of professional leave time to use for participation in professional development activities including conferences. Additionally or alternatively, interns may choose to put these hours toward work on their dissertations. 

Case Management

Recognizing the need for effective case management and time to process and reflect upon on-going clients, interns are expected to take time to watch video of their clinical work, write notes, and prepare for supervision.

Intern Support

Every week, interns have an hour-long meeting designed to provide them with support time. Interns decide how to best utilize this time together. They may discuss reactions to the internship, process experiences they have had, and address various issues that arise during the course of the week.

Development of supportive group cohesiveness among interns is encouraged.


Though we call them electives, every intern is required to select at least one elective activity. Some or all of the elective hours may go toward an apprenticeship. Elective hours that do not go toward an apprenticeship can be filled with other elective activities of the intern's choosing.

Suggested electives are listed on the internship website and in the intern handbook. Interns may also propose electives that are not listed to the training director who will make a decision with the intern about whether the elective can work.

There is generally a lot of flexibility about elective choice as long as the elective is relevant to the intern's professional development and the Counseling Center mission.

Supervision of elective activities will be determined by the training director based on the best match between the intern's training goals and staff expertise.


Subcategory of elective. An apprenticeship involves working closely with one person who is in a particular role to learn about and assist with that role.

The number of hours required for the apprenticeship can vary depending on the availability and interests of both the intern and the mentor, and should be established at the beginning of the apprenticeship. Supervision is provided by the mentor. 

Electives as Differentiated from Outreach

Core outreach requirements are 80 hours over the course of the year, including time in outreach meetings, outreach supervision, preparing and delivering outreach programs.

Interns are required to develop a major outreach focus as well as to participate in more general and varied outreach topics throughout the year. The outreach director provides general supervision of outreach. This supervision may be augmented by supervision from other staff with expertise in relevant content areas.

As an elective, interns may choose to do additional work beyond the 80 required hours of outreach.

The following list provides examples of potential elective activities, but is in no way exhaustive. Interns may, in consultation with the training director, create whatever unique training activity that they wish, utilizing any campus resources that are available.

Depending upon how much time is available, interns may participate in more than one elective.

Examples of Elective Activities

Interns have the opportunity to pair up with a senior staff member who is coordinating an area of interest to the intern (examples below) and shadow the staff member on their coordinator responsibilities as well as assisting with responsibilities as agreed upon between the intern and staff member.

Interns may apprentice with the following staff members:

Training Director: Intern sits on the Training Team committee, participate in the Intern Selection committee, and takes on additional tasks related to coordinating the doctoral internship program as agreed upon between the intern and training director.

Externship Coordinator: Intern assists with coordinating the extern seminar, extern selection, and planning for extern orientation, and other tasks related to coordinating the externship program as agreed upon between the intern and externship coordinator.

Assistant Director for Outreach and Consultation: Intern assists with the coordination of general outreach administration and peer education program, and takes on additional tasks as agreed upon by the intern and the assistant director of outreach and diversity.

Diversity CoordinatorIntern sits on relevant committees, assists in coordination of multicultural training (for peer educators, externs, and senior staff), and contributes to multicultural outreach programming. 

Groups Coordinator: Intern assists in organizing the group supervision meeting agendas, providing support to group leaders in planning for their groups, planning and assessing PR efforts for the various groups offered each semester, and engaging in broader strategic planning and assessment initiatives for the groups program. The intern also could take on additional tasks as agreed upon by the intern and the groups coordinator.

Clinical Services Director: Intern learns about the various clinical services duties and activities (e.g. managing the clinical services system and procedures, managing unusual clinical and case management situations, interfacing with office staff with respect to clinical functions, resolving any difficulty that affects the smooth operation of the Counseling Center), handles or collaborates on selected routine tasks (e.g. coordinating requests for release of records and reports, convene the Suicide Tracking System meetings at times, data production and maintenance, and any of the above items), and takes on additional tasks as agreed upon by the intern and clinical services director.

Substance Abuse Treatment Coordinator: Intern sits on the Substance Education and Concerns Committee (SECC) and the SECC sub-committee, Alcohol Programming. Intern also actively participates in all planning and implementation of substance abuse prevention programs, such as, but not limited to, the Save-A-Life Tour and National Alcohol Screening Day. In addition, intern co-facilitates either the substance use education or the substance therapy groups program. The intern also could take on additional tasks as agreed upon by the intern and the substance abuse treatment coordinator.

Counseling Center Director: Intern meets with the Counseling Center Director to discuss management and leadership issues, how decisions are made regarding agency policy and planning, dealing with staff issues and conflict, and developing an understanding of how the Center fits in with the Division of Student Affairs and the university community. Projects and tasks may develop as a result of mutual interests.

Research and Evaluation

Interns who are still working on their dissertations may elect to put additional time toward research by embarking on a research project of their own choosing, utilizing the research seminar for support. They may use counseling center data or collect their own. They also may elect to assist with counseling center data collection and management, or another ongoing counseling center research project.

Clinical Services with a Particular Population

Interns who wish to gain specialized experience with clients who have a particular type of clinical issue that would lend itself to counseling center treatment (e.g. eating disorder relapse prevention; substance abuse issues; clients dealing with LGBT issues; etc.) can request referrals from staff.

Liaison with Other Campus Departments

Interns may cultivate relationships with other members of the campus community (e.g. Athletics, Women’s Center, Office of Diversity, Office for Students with Disabilities) and serve as a Counseling Center liaison to those groups, providing consultation and clinical services as appropriate.

Career Services / Training

The Career Center offers a two-credit academic course in career and life planning called Personal Life and Career Planning. Interns who are interested in co-teaching this class with a Towson University staff member may do so (as sections are available) as an elective activity during the fall semester.

Intern Selection Committee

An intern may choose to participate on the intern selection committee even if they have not chosen to pursue an apprenticeship in training. The intern selection committee consists of two senior staff members (including the training director) and one intern who represents the intern group.

The committee reads all applications, decides whom to interview, and, following all interviews and review of feedback, decides who and in what order applicants will be offered positions.


For the first month, interns are given an on-going orientation to the University at large as well as the Counseling Center. University orientation activities are designed to familiarize each intern with the overall structure and functioning of the University, its services, and resources.

Interns are introduced to staff members in various administrative positions throughout campus, provided with information about the system and its operation, given a description of various campus offices and departments, and learn how these interrelate with one another and with the Counseling Center.

Within the Counseling Center, interns attend meetings with each program coordinator (e.g. research, outreach and consultation, clinical services) to familiarize themselves with various services and training components of the Center.

In addition, several workshops are offered during this period to offer intensive training on special topics. Meetings with individual staff members are held to acquaint interns and staff with one another.


Toward the end of the orientation period, the Training Director meets individually with each intern to finalize their contract for the semester - identifying which elective(s) they will pursue and making sure that their planned activities will help them meet their internship goals.


One particularly important activity that happens right after arrival is that interns interview all possible staff supervisors and then decide amongst themselves who will work with which supervisor for the fall semester. They repeat this process for the spring semester, but by then the interviews with staff aren't necessary, since they've figured out who we are and what we're like!

Supervision is the foundation of our program, and interns receive it from many different staff members and in numerous formats (group, individual, peer, etc.). Our program and our center are characterized by lots of flexibility which allows for the nurturing of special interests, but also requires that interns work in a less structured environment than they may be used to. Supervisors and the training director are very helpful to interns as they negotiate the challenges of numerous responsibilities and opportunities.  Interns select their primary supervisor shortly after arriving here. They turn the tables on staff and interview all possible supervisors before deciding amongst themselves who wants to work with which supervisor.  Interns receive lots of feedback throughout the year, both formally and informally, all with the intention of helping them further develop skills and self-awareness. 

Evaluation and feedback are essential parts of the internship program. Through review of detailed feedback, interns are able to capitalize on the strengths that they bring to the program and further develop the areas that need more attention, all with the aim of helping interns to become highly competent professional psychologists. We are aware that it can feel stressful at times to be evaluated in so many areas by so many people. To that end, we work to make the evaluation process as transparent and constructive as possible, and emphasize that we are allies in the process of helping each intern to develop into a professional psychologist who functions highly effectively and in a manner congruent with the intern’s own style and preferences.

Evaluation Procedures

Interns receive formal written feedback from their supervisor and other staff members at the end of each semester. Supervisors and interns are expected to review completed forms with one another in person. The Training Director compiles all evaluations about and by each intern and meets individually with each intern at the end of each semester to review and discuss the feedback. The Director of Training uses evaluations completed about each intern as a basis for feedback to the parent academic institution describing the intern’s progress to date.

Further, the Director of Training uses evaluations completed by the intern and verbal comments from their meeting together to consider modifications of the training program. This formal evaluation process is not seen as replacement for informal verbal feedback, which is carried on throughout the internship year. We emphasize that if any information in these evaluations comes as a significant surprise to an intern, that likely reflects on a staff member’s failure to have provided this feedback informally to the intern in a timely way.


In addition to the formal evaluation procedure outlined above, there is an informal evaluation meeting of the senior staff involved in the training program mid-semester fall and, when needed, in the spring as well. The purpose of this meeting is for all staff to discuss perceptions of interns’ progress to date so that concerns may be identified early enough in the year for the intern to address them and so that trainers may target whatever areas would be most beneficial to interns. Interns are provided with written feedback in a meeting with the Training Director summarizing what was discussed at this meeting.

To successfully complete the internship, the intern must:

Satisfy requirements for total training time of 2000 hours which includes: intake, individual counseling, emergency coverage, outreach and consultation, providing and receiving supervision, completion of at least one elective activity each semester, participation in intern seminar, research seminar, intern support meetings, peer supervision meetings, staff meetings, and other professional development activities. At least 25% of these hours must be earned through direct service, which includes counseling, delivering an outreach presentation, providing consultation to parents, faculty, staff, or students, providing supervision, and teaching.

Complete all chart records and clinical paperwork and review these materials with supervisor(s) before the end of the internship.

Satisfy any and all additional competency requirements of the internship, as indicated by satisfactory response to any remediation program/requirements instituted during the internship.

Receive evaluations indicating sufficient achievement of required competencies as detailed in the Intern Handbook.

We have found that most interns can meet all of their responsibilities within a 40-45-hour week, even at our most busy times of year. However, some interns may choose to spend extra hours some weeks to complete their notes, prepare for seminars, etc.  As you have probably experienced on other campuses, the Center faces vastly different levels of demand depending on the time of year. We often find that just as you feel like the wheels are coming off, things ease up for a while and you catch your breath.  We provide ample opportunities for interns to talk about how things are feeling at different points throughout the year and believe that processing their experiences this way helps prepare them to assume their next professional roles.

We also are committed to supporting our interns’ transitions into their professional psychologist roles.  We do this by forwarding job search tips and announcements, providing letters of recommendation, helping interns to network whenever we can, providing practice opportunities for interviews, and giving advice whenever it is wanted (and maybe sometimes even when it isn’t) Our interns find post-internship employment in many different settings. 

Check out our previous interns and what they've accomplished.

Previous Interns (PDF)

* Date Program Tables are Updated: September 8th, 2021

Internship Admissions, Support, and Initial Placement Data*

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)

Briefly describe in narrative form important information to assist potential applicants 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:

The Towson University Counseling Center considers applicants from APA or CPA accredited doctoral programs in counseling or clinical psychology. Applicants must be in good standing with their department and have completed all doctoral coursework prior to the beginning of the internship. They must have successfully defended their comprehensive examinations by the time of application to the internship and be certified as ready for internship by their doctoral programs. Preference is given to applicants who have successfully defended their dissertation proposals by the time of application.  Applicants must demonstrate a strong and genuine interest in counseling center work and should be prepared to assist clients with a wide range of clinical issues and severity of concerns.  Applicants are expected to have an affirming stance toward all sexual orientations and gender identities including, but not limited to, gay, lesbian, bisexual, and transgender.  Applicants are expected to engage in efforts to deepen multicultural awareness, sensitivity, and competence related to diversity in every form.

To apply, please submit the AAPI by November 1st, including a cover letter, your curriculum vitae, all graduate transcripts, and three letters of recommendation at least two of which are written by people familiar with your clinical work. All interviews will be virtual and will be conducted in January. 

Application Requirements

Does the program require that applicants have received a minimum number of hours of the following at time of application? If yes, indicate how many:

Total Direct Contact Hours Minimum                            350
Total Direct Contact Assessment Hours Minimum         No Minimum
Minimum number of adult clients (intervention)             No Minimum

Describe any other required minimum criteria used to screen applicants: None

Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Towson University policies, programs, and activities comply with federal and state laws and University System of Maryland regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, sex, disability, and sexual orientation.

In the case of requests for extended leave, including parental leave, the intern and the Training Director, in consultation with the training team and the intern's academic program, will develop a customized plan that maintains the integrity of the training program while equally prioritizing the personal needs of the intern.

In some cases, an intern's time at the Counseling Center may be extended to satisfy the hours and activity requirements of the internship program. Additional details about parental and other extended leave options are available in the Intern Handbook or upon request to the training Director.

A. In order the minimize the potential for dual relationships, students who received counseling services at TUCC and who subsequently seek training at TUCC as a clinician will not be considered for a training position (e.g., Extern or Intern) until a period of 3 years has elapsed since their last clinical contact. This does not include a triage or initial consultation appointment that resulted in no further treatment. It also does not include use of the massage chairs, meditation room, or participation in an outreach event. The 3-year interval parallels APA’s ethical guidelines of two years following termination of services prior to any possible romantic relationships. Using three instead of two years further stretches the interval between client status and training applicant status, minimizing the potential impact of dual relationship complications with TUCC staff.

B. Students who received counseling services at TUCC over 3 years ago and are interested in a training opportunity will submit their materials for the desired position and will be reviewed without consideration of prior clinical treatment. Staff interviewing potential candidates will not ask about their history of prior clinical treatment. If a former client is accepted as a trainee at TUCC and shares that information with the Training Director or the Externship Coordinator, their electronic file will be given an additional layer of security, in which only the Center Director and Clinical Director have password-protected access. The Training Director will inform the trainee of this action to minimize potential concerns about the accessibility of trainees’ private information to TUCC staff.

Interns receive comprehensive ongoing evaluative feedback from supervisors throughout the training year using evaluations that are based on APA guidelines and customized to our program. At the end of every semester, the Internship Training Director sends the Academic Training Director a letter summarizing the intern's performance along with a copy of the primary supervisor's evaluation of the intern. The Towson University Counseling Center staff does not complete training contracts and/or evaluations that may be specific to a doctoral program. If you are enrolled in a doctoral program that requires additional contracts or evaluations beyond those used at TUCC, you are strongly encouraged to consult with your Director of Clinical Training to see if you will be eligible to apply for the Towson internship.

Financial Support and Other Benefits for Upcoming Training Year

Annual Stipend/Salary for Full-time Interns: $37,168
Annual Stipend/Salary for Half-time Interns: N/A
Program provides access to medical insurance for 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? No
Hours of Annual Paid Personal Time Off:

10 discretionary vacation days

All university holidays

Hours of Annual Paid Sick Leave: 3 days
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 

Use of university facilities (e.g. parking, athletic facilities, library) 

Limited financial support may be available for professional workshops and continuing education.

A Note About Liability Insurance

While covered by the University's general liability insurance, interns are required to carry their own professional liability insurance coverage, which can be obtained through APA or often a student’s home institution at a reasonable cost.

Office Resources

Each intern has their own private office and are free to decorate and personalize their space. Offices have a desk, computer, bookshelves, windows, and a space for counseling. Additionally, each intern office is equipped with digital video cameras to record sessions for review by interns and supervisors.

The Counseling Center uses Titanium for scheduling and clinical notes, and all interns have access to Titanium on their computers. Clients complete intake paperwork electronically, allowing intakers to view intake information from their offices prior to going to the waiting room to meet their clients. Additionally, interns have access to campus computing resources through their office computers, including SPSS.

Our front office staff provide excellent clerical support to interns.


Initial Post-Internship Position

2017 - 2020

  • 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 doctoral degree: 0
Category Post-Doctoral Residency Position Employed Position
Academic Teaching 0 0
Community Mental Health Center 0 0
Consortium 0 0
University Counseling Center 7 2
Hospital/Medical Center 0 0
Veterans Affairs Health Care System 0 0
Psychiatric Facility 0 0
Correctional Facility
Health Maintenance Organization 0
School District/ System
Independent Practice Setting 1 1
Other 1

This is an exciting time to be on our campus. Towson is going through lots of changes with many new initiatives and a quickly expanding student population. As part of the Division of Student Affairs, the Counseling Center plays an important role in helping make sure that we have the resources to meet the needs of our diverse and growing student population. Interns participate fully in the life of the Division and learn a lot about campus administration through these experiences.

Departments with whom we interact with

I hope that this introduction has started to give you a sense of the Towson University Counseling Center community. If you have any additional questions, please don’t hesitate to contact me by email (usually the most efficient way to reach me) or phone.  Thank you for your interest in our program, and I look forward to reading your application!

Dr. Diane Sobel
Director of Training
Counseling Center
Towson University
8000 York Road
Towson, MD 21252-0001 
Phone: 410-704-2512
Fax: 410-704-3453

This program is accredited by the American Psychological Association, whose Commission on Accreditation can be reached at 750 First Street, NE, Washington, D.C., 20002-4242, or by calling (202) 336-5979.

Contact Information

Director of Training 

Doctoral Internship in Health Service Psychology 
Diane Sobel, Ph.D.
Ward & West 

Monday - Friday 8 a.m. - 5 p.m.