Although most graduate students understand the inherent challenges involved in acquiring a doctoral degree, many tend to underestimate the nature and extent of the rigors involved in obtaining a predoctoral internship. With so many other program requirements to fulfill (e.g., coursework, externship requirements, comprehensive examinations, and dissertation proposals) internship issues tend to be formally addressed later in one’s graduate career. Without proper preparation however, successfully navigating the internship process becomes ever more difficult.

As a recent graduate who has gained incredible insight about the internship process recently, and a faculty member who regularly advises and mentors students through this process, we hope that by providing this information, readers will be able to learn from others’ experiences, and in doing so, be better prepared for the challenge ahead.

Myth: “It is too early to think about internship”

As a first year doctoral student, I attended a seminar about the internship process and I remember thinking that it was too early to think about these issues. Actually, I found the discussion to be a “waste of time.” However, time passed quickly and internship was approaching rapidly. When the reality set in, it was time not only to think about where I wanted to apply for an internship, but I also had to assess a variety of related issues including training needs and future career goals. What I have learned is that it is NEVER too early to think about the internship process.

Myth: “The internship application process will take no time at all”

Expect the internship application process to take up as much time as a part-time job! In addition to remaining coursework, externship obligations, and dissertation deadlines, you must now allot time to complete an “error free” APPIC application. This includes writing at least 4 essays, obtaining letters of recommendation and graduate transcripts, and most challenging, estimating clinical training hours. It is important to keep a detailed log of all treatment and testing hours beginning with your first practicum or externship experience. Be specific. Some internship sites will want to know how many WISC-III’s, WAIS-III’s, MMPI-2’s, and so on you have provided and how many hours of individual, group, family, and other sessions you have logged during your graduate school years.

In addition, some internship sites also require additional essays, sample assessment reports, case summaries, and treatment plans. Don’t forget about polishing up your curriculum vitae. And by the way, did I mention that on average, most students apply to at least 10 internship sites! My message is to start early, work diligently, be organized, and expect to devote much of your free time to completing this task.

Myth: “I need an internship to graduate so I will apply everywhere and I’ll go to any site that accepts me”

As doctoral students, you are exceptional researchers…apply your skills to this process as well. Start early! Begin obtaining internship training manuals and program brochures from desired sites and read through them carefully. Apply to those sites that best fit your training needs and expectations. Although it is recommended that you not limit yourself geographically, it is important to assess whether you are truly willing or able to relocate.

Although no internship is perfect, it is important to be happy with the training experiences you will be gaining. As an applicant, you should also assess “goodness of fit.” When interviewing be yourself; don’t try to pretend you are a good match if you aren’t. Consider not only the training experience, but also your impressions of staff, prior interns, and site location. When ranking internship sites remember that you have a chance of being matched to any of the sites you rank: If you couldn’t imagine yourself at that particular site, DON’T rank it!

Myth: “I have great grades…I will not have any problem obtaining an internship”

If you have made it to the point of applying for a predoctoral internship, you (and most every other applicant) have excellent grades. Great job…but grades alone will not guarantee an internship. As the field gets increasingly competitive, it is important for applicants to separate themselves from the norm. A well-rounded student will fare better in obtaining an internship than one who has focused solely on meeting program requirements. One step you can take during graduate school is to pursue and nurture relationships with selected faculty and supervisors. The better they know you, the better and more personalized letters of recommendation they can write for you. Participating in writing and research projects with faculty, presenting papers, and participation in your state and national psychological association are all enriching experiences that help to set you apart from all the other applicants. They demonstrate your commitment to the profession and show more about you than just your grades.

Myth: “I need to be a specialist to get offered a good internship”

Graduate school is a time for growth, learning, and experimentation. While it is true that some internships are specialized in areas such as child, medical/health, or neuropsychology, specializing as a graduate student is not necessarily to everyone’s advantage, students or patients alike. A good well-rounded experience base is important. Select internship training sites based on both your future plans and your current interests. Focus on developing solid skills in assessment and treatment with a wide range of individuals and disorders. Be sure to develop a solid foundation first. You can always add to your training and become more specialized later.

Myth: “I will finish my dissertation while on internship”

Although most graduate students applying for internship have successfully defended their dissertation proposals, the majority of students have not begun to think about finishing the project. While applying for an internship position, it is logical for most students to focus their attention on obtaining an internship. This does not leave much time for anything else, including the dissertation. There is a common myth that it will be easy to finish the dissertation while on the internship. However, many graduate students neglect to objectively assess what is expected while on internship. In many respects, the intern functions in the capacity of staff psychologist (with supervision of course). With such obligations, it is sometimes difficult to find “free time” to complete that simple dissertation! Also, as an intern there is an inherent transition from student to professional. Work hours finally become consistent and weekends are a time for rest…NOT so if you have to complete your dissertation. Try to get as much of your dissertation completed prior to internship so that you can focus your attention on being an intern!

As you can see, it’s never too early to begin thinking about internship. Doing so can help make graduate school years more enjoyable and relevant to the work you want to do in the future. Rather than be guided by these six common myths, it’s hoped that readers will use the information presented here to be more successful graduate students, internship applicants, interns, and psychologists.

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