The aim of the Berkeley Psychology Internship Consortium (B-PIC) is to provide high quality training to doctoral interns who are dedicated to providing comprehensive psychological services to children and families in school settings. B-PIC offers a full-time Internship that begins in August and ends in June (10.5 months), following the school year calendar of the member school districts. Interns are required to complete 1,500 hours of training during the internship year. B-PIC is designed to prepare interns for independent practice and to meet California state School Psychology certification requirements.
B-PIC is a collaborative partnership between UC Berkeley’s School Psychology program and three school districts who collectively have a goal and commitment to the training and education of student interns in the field of School Psychology. UC Berkeley faculty provide administrative support for the program as well as didactic training and support to interns. Each School District provides interns with the full range of clinical and training experiences necessary for them to develop the professional competencies required of school psychologists and health service psychologists.
The overall theoretical orientation of B-PIC is developmental-ecological. This perspective recognizes that the growth, development, and functioning of individuals must be understood in context. By context, we refer to both relationships and interactions with others and the characteristics of the environments in which they learn and live and these concepts are embedded in our training seminars and reflected in the ways that services are delivered to children and families.
The broad education and training objectives are aimed at developing the full range of competencies that are expected of Health Service Psychologists. Interns further develop and refine their competencies while working as part of multi-disciplinary teams to coordinate and deliver school-based psychological services. Depending on the placement site, interns have access to training experiences across a wide range of ages (preschool through adult), types of psychopathology, and treatment settings. Their work includes, but is not limited to, psychological assessment, intervention, and consultation. They also assist in the development of prevention programs, provide early intervention with at-risk youth, and deliver comprehensive and intensive mental health treatment for individuals with clinical diagnoses and related educational impairments. In-depth training in the areas of legal and ethical standards, professional values and attitudes, and communications and interpersonal skills is provided during regular supervision hours and incorporated into monthly training seminar presentations. It is expected that interns conduct themselves in accordance with the highest national, state, and local standards for ethical and legal practice.
Specific internship goals include the following:
a) further developing the communication and interpersonal skills that will enable them to effectively function as a health service psychology provider in school settings;
b) further developing awareness of ethical and legal standards and professional values in professional practice;
c) further developing and refining assessment and diagnostic skills in the areas of cognitive, educational, socio-emotional, and behavioral functioning;
d) further developing the ability to select and deliver appropriate evidence-based interventions targeting mental health, social-emotional learning, behavior, and academic skills, effectively monitor progress following implementation in classrooms/schools, and make subsequent recommendations based on response to interventions;
e) further developing consultation and collaboration skills through interactions with parents, educators, administrators, and other relevant professionals by serving on interdisciplinary teams; and
f) learning how to utilize current research and scientific knowledge to make data-based decisions about assessment, interventions and treatment, understand implementation in classrooms/schools, monitor client progress, and make subsequent modifications/recommendations based on response.