Duration
SB-PIC Interns train over a 10.5 month period starting at the beginning of August of each school year. Interns will meet weekly with on site supervisors, and also meet at least once per month for didactic sessions and group supervision. Each group meeting will include the delivery of a didactic topic, group supervision, and case presentation. See SB-PIC internship brochure for more details about the training opportunities.
Training Model
The model of training of SB-PIC may be considered “general” as interns may gain training experiences across a range of school-age clients from preschool through high school, with diverse types of psychopathology, challenges, and needs. Training in ethical and professional standards will be incorporated in supervision and seminar presentations to prepare interns for the highest standards of professional conduct. SB-PIC’s core facilities, adjunct facilities, and affiliates are committed to the objectives, goals, and philosophy of SB-PIC. The Consortium’s members are strongly committed to offering a high quality internship experience with intensive supervision, didactic seminars, and opportunities for direct clinical experience.
Theoretical Orientation
Consistent with the mission of SB-PIC, the overarching theoretical orientation represented across sites is a developmental-ecological model. This developmental-ecological perspective in understanding human growth, development, learning and maladaptive behaviors is integrated into service delivery and seminar trainings. Services are nested within systems including the society (macrosystem), family, school as an organization (exosystem), classroom, family, and individual student. A developmental perspective is provided as the roles of these systems changes as children mature. Through sequential and cumulative training experiences, interns are encouraged to become systematic, collaborative problem-solvers who can participate and facilitate the problem-solving of others in a variety of settings. The systematic approach to problem-solving includes moving through a sequence of stages. Although the specific labels for the stages may differ, they typically include problem identification, problem analysis, plan implementation, and plan evaluation. Throughout the internship experience, the importance of knowledge of and experience with a wide range of individual differences, including ethnicity, gender, age, culture, religion, race, SES, and lifestyle is emphasized. A central tenet of the internship experience is that students acquire the knowledge and skills to be leaders, innovators, and positive change agents in the service of children and families.
Commitment to Serving Culturally, Linguistically, and Racially Diverse Students
SB-PIC is committed to advancing diversity, equity, and inclusion in the field of school psychology. Interns have an opportunity to work with culturally, linguistically, and racially diverse populations of children and families. Supervision, didactic sessions, and other professional development opportunities include an emphasis on understanding, supporting, and promoting the social, emotional, academic, behavioral, and mental health development of diverse students. The SB-PIC welcomes and embraces the contributions of interns from historically underrepresented and / or marginalized backgrounds, as well as those with Spanish language proficiency.
SB-PIC embraces and endorses the following school psychology commitments to serving culturally, linguistically, and racially diverse students;
Enedina García-Vázquez, Linda Reddy, Prerna Arora, Franci Crepeau-Hobson, Pamela Fenning, Clifford Hatt, Tammy Hughes, Shane Jimerson, Celeste Malone, Kathleen Minke, Kisha Radliff, Tara Raines, Sam Song & Kelly Vaillancourt Strobach (2020). School Psychology Unified Antiracism Statement and Call to Action. School Psychology Review, 49:3, 209-211, DOI: 10.1080/2372966X.2020.1809941
Dieu M. Truong, Marie L. Tanaka, Jennifer M. Cooper, Sam Song, Devadrita Talapatra, Prena Arora, Pamela Fenning, Elizabeth McKenney, Stacy Williams, Kasee Stratton-Gadke, Shane R. Jimerson, Lauren Pandes-Carter, David Hulac & Enedina García-Vázquez (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence. School Psychology Review, 50:2-3, 469-483, DOI: 10.1080/2372966X.2021.1949932
Shane R. Jimerson, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, Francis L. Huang, Stacy-Ann A. January, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang & Frank C. Worrell (2021). Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change. School Psychology Review, 50:1, 1-7, DOI: 10.1080/2372966X.2021.1889938
American Psychological Association. (2021). Equity, Diversity, and Inclusion: Inclusive language guidelines. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf
Common Activities of Interns
Below is a brief summary of the percentage of time reported by interns in various service areas (with associated APA Profession Wide Competencies (PWC), NASP school psychology professional domains, and SB-PIC aims delineated)
12% Supervision (APA PWC #8; NASP #10; SB-PIC #6)
12% Assessment (APA PWC #6; NASP #1; SB-PIC #1)
10% Counseling (APA PWC #7 & #3; NASP #4 & #8; SB-PIC #2)
10% Consultation (APA PWC #9; NASP #4; SB-PIC #4)
10% Report Writing (APA PWC #2 & #3; NASP #10 & #8; SB-PIC #6)
10% Meetings (APA PWC #5; NASP #7; SB-PIC #4)
8% Intervention (APA PWC #7; NASP #3; SB-PIC #2)
8% Systems Level (APA PWC #9; NASP #5 & #6; SB-PIC #6)
7% Research and Evaluation (APA PWC #1; NASP #9; SB-PIC #3)
7% Didactic Sessions (APA PWC #3 & #4; NASP #8; SB-PIC #5)
6% Case Management (APA PWC #2 & #3; NASP #7; SB-PIC #6)
Note: Interns who match with the SBSELPA site have opportunities across all areas, with a larger percentage of time focused Systems Level, Consultation, and Research and Evaluation.
APPIC Membership Status
SB-PIC has been an APPIC member since 2018 (APPIC Program Member Code #2455).
SB-PIC agrees to abide by the APPIC policy that no person associated with the internship program will solicit, accept, or use any ranking-related information from any intern applicant. Internship position offers will be made through the APPIC National Matching program in
compliance with the APPIC policy.
APA Accreditation Status
SB-PIC is not accredited by the American Psychological Association. SB-PIC submitted the APA self-study for initial accreditation in December 2022. Please be advised that there is no assurance that we will successfully achieve accreditation. Questions related to the program’s accreditation status should be directed to the Office of Program Consultation and Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979
Email: apaaccred@apa.org
SB-PIC Interns train over a 10.5 month period starting at the beginning of August of each school year. Interns will meet weekly with on site supervisors, and also meet at least once per month for didactic sessions and group supervision. Each group meeting will include the delivery of a didactic topic, group supervision, and case presentation. See SB-PIC internship brochure for more details about the training opportunities.
Training Model
The model of training of SB-PIC may be considered “general” as interns may gain training experiences across a range of school-age clients from preschool through high school, with diverse types of psychopathology, challenges, and needs. Training in ethical and professional standards will be incorporated in supervision and seminar presentations to prepare interns for the highest standards of professional conduct. SB-PIC’s core facilities, adjunct facilities, and affiliates are committed to the objectives, goals, and philosophy of SB-PIC. The Consortium’s members are strongly committed to offering a high quality internship experience with intensive supervision, didactic seminars, and opportunities for direct clinical experience.
Theoretical Orientation
Consistent with the mission of SB-PIC, the overarching theoretical orientation represented across sites is a developmental-ecological model. This developmental-ecological perspective in understanding human growth, development, learning and maladaptive behaviors is integrated into service delivery and seminar trainings. Services are nested within systems including the society (macrosystem), family, school as an organization (exosystem), classroom, family, and individual student. A developmental perspective is provided as the roles of these systems changes as children mature. Through sequential and cumulative training experiences, interns are encouraged to become systematic, collaborative problem-solvers who can participate and facilitate the problem-solving of others in a variety of settings. The systematic approach to problem-solving includes moving through a sequence of stages. Although the specific labels for the stages may differ, they typically include problem identification, problem analysis, plan implementation, and plan evaluation. Throughout the internship experience, the importance of knowledge of and experience with a wide range of individual differences, including ethnicity, gender, age, culture, religion, race, SES, and lifestyle is emphasized. A central tenet of the internship experience is that students acquire the knowledge and skills to be leaders, innovators, and positive change agents in the service of children and families.
Commitment to Serving Culturally, Linguistically, and Racially Diverse Students
SB-PIC is committed to advancing diversity, equity, and inclusion in the field of school psychology. Interns have an opportunity to work with culturally, linguistically, and racially diverse populations of children and families. Supervision, didactic sessions, and other professional development opportunities include an emphasis on understanding, supporting, and promoting the social, emotional, academic, behavioral, and mental health development of diverse students. The SB-PIC welcomes and embraces the contributions of interns from historically underrepresented and / or marginalized backgrounds, as well as those with Spanish language proficiency.
SB-PIC embraces and endorses the following school psychology commitments to serving culturally, linguistically, and racially diverse students;
Enedina García-Vázquez, Linda Reddy, Prerna Arora, Franci Crepeau-Hobson, Pamela Fenning, Clifford Hatt, Tammy Hughes, Shane Jimerson, Celeste Malone, Kathleen Minke, Kisha Radliff, Tara Raines, Sam Song & Kelly Vaillancourt Strobach (2020). School Psychology Unified Antiracism Statement and Call to Action. School Psychology Review, 49:3, 209-211, DOI: 10.1080/2372966X.2020.1809941
Dieu M. Truong, Marie L. Tanaka, Jennifer M. Cooper, Sam Song, Devadrita Talapatra, Prena Arora, Pamela Fenning, Elizabeth McKenney, Stacy Williams, Kasee Stratton-Gadke, Shane R. Jimerson, Lauren Pandes-Carter, David Hulac & Enedina García-Vázquez (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence. School Psychology Review, 50:2-3, 469-483, DOI: 10.1080/2372966X.2021.1949932
Shane R. Jimerson, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, Francis L. Huang, Stacy-Ann A. January, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang & Frank C. Worrell (2021). Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change. School Psychology Review, 50:1, 1-7, DOI: 10.1080/2372966X.2021.1889938
American Psychological Association. (2021). Equity, Diversity, and Inclusion: Inclusive language guidelines. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf
Common Activities of Interns
Below is a brief summary of the percentage of time reported by interns in various service areas (with associated APA Profession Wide Competencies (PWC), NASP school psychology professional domains, and SB-PIC aims delineated)
12% Supervision (APA PWC #8; NASP #10; SB-PIC #6)
12% Assessment (APA PWC #6; NASP #1; SB-PIC #1)
10% Counseling (APA PWC #7 & #3; NASP #4 & #8; SB-PIC #2)
10% Consultation (APA PWC #9; NASP #4; SB-PIC #4)
10% Report Writing (APA PWC #2 & #3; NASP #10 & #8; SB-PIC #6)
10% Meetings (APA PWC #5; NASP #7; SB-PIC #4)
8% Intervention (APA PWC #7; NASP #3; SB-PIC #2)
8% Systems Level (APA PWC #9; NASP #5 & #6; SB-PIC #6)
7% Research and Evaluation (APA PWC #1; NASP #9; SB-PIC #3)
7% Didactic Sessions (APA PWC #3 & #4; NASP #8; SB-PIC #5)
6% Case Management (APA PWC #2 & #3; NASP #7; SB-PIC #6)
Note: Interns who match with the SBSELPA site have opportunities across all areas, with a larger percentage of time focused Systems Level, Consultation, and Research and Evaluation.
APPIC Membership Status
SB-PIC has been an APPIC member since 2018 (APPIC Program Member Code #2455).
SB-PIC agrees to abide by the APPIC policy that no person associated with the internship program will solicit, accept, or use any ranking-related information from any intern applicant. Internship position offers will be made through the APPIC National Matching program in
compliance with the APPIC policy.
APA Accreditation Status
SB-PIC is not accredited by the American Psychological Association. SB-PIC submitted the APA self-study for initial accreditation in December 2022. Please be advised that there is no assurance that we will successfully achieve accreditation. Questions related to the program’s accreditation status should be directed to the Office of Program Consultation and Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979
Email: apaaccred@apa.org