We are committed to providing the experiences and training necessary to help achieve the core competencies. Any areas of difficulty will be addressed and interns will receive assistance to strengthen that area in a collaborative manner. The difficulty of clinical situations offered will gradually increase as the intern becomes more effective and autonomous.

We expect that all trainees will successfully complete our training program.  We have expectations and specific criteria for the successful completion of your training program, and we want to make sure you were aware of those.  You will be given the form with which you will be evaluated during orientation.  We encourage self-reflection and, therefore, you will have the opportunity to evaluate yourself in the profession-wide competencies upon entry into the program.  These initial ratings will help you and your supervisors establish goals for the training year.  Minimum levels of achievement for successful completion of the internship would be that you demonstrate competence in all domains assessed that reflects a high degree of independence and which requires only routine supervision to meet professional standards.  Specifically on our scale of 1-5 (5 = functioning at a postdoctoral/independent practice level), all ratings must be at 4 or above at the end of the training level.   Interns must not engage in any significant unprofessional or unethical behavior.  Interns must complete a minimum of 500 total hours of direct patient care.  You are, therefore, required to track your hours during this training year.  Most licensure boards will ask for an account of your internship hours.  Interns must also complete at least three professional presentations such as: case presentations (some focused on ethics or diversity) and Neuroscience Grand Rounds) and conduct at least two psychoeducational group programs.


Demonstrate the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level.


  1. Be knowledgeable of and act in accordance with each of the following:
    1. Applies the current version of the APA Ethical Principles of Psychologists and Code of Conduct.
    2. Applies relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.
    3. Applies relevant professional standards and guidelines.
  2. Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
  3. Conduct self in an ethical manner in all professional activities.


Our program embraces cultural and individual diversity and strives to recruit interns representative of diverse personal and demographic characteristics.  Candidates likewise, should have experience and the desire to work with diverse groups of children, adolescents and families. The patient population at Phoenix Children's Hospital reflects the cultural and socioeconomic diversity of the Southwest.  In 2020, 43.1% of Phoenix Children's Hospital patients were Latinx, 6.5% African American, 2.2% Native American, 3.6% Asian and 8.5% other.  Six percent of Phoenix Children's Hospital patients were older than 18 years of age; as of 2017, 55% were patients receiving benefits through (Medicaid/AHCCCS).  To better enable our interns to care for these patients, we offer monthly diversity seminars covering such topics as cultural determinants of health disparities, cultural humility, working with the Latinx population, working with Native American patients and families, and disability as diversity.  Interns have the opportunity to work with the Phoenix Children's Hospital Diversity and Inclusion Committee.

Trainees who need accommodations should contact the Training Director for arrangements.

To learn more about our internship, download the brochure!

The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status.

  1. An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves;
  2. Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service; o the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities).
  3. This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  4. Interns:  Demonstrate the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.

Professional Values and Attitudes

  1. Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
  2. Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
  3. Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  4. Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

Communication and Interpersonal Skills

  1. Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  2. Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  3. Demonstrate effective interpersonal skills and the ability to manage difficult communication well.


  1. Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
  2. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  3. Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.


  1. Develop evidence-based intervention plans specific to the service delivery goals.
  2. Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  3. Demonstrate the ability to apply the relevant research literature to clinical decision making
  4. Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  5. Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.


Apply this knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

Consultation and Interprofessional / Interdisciplinary Skills

  1. Demonstrate knowledge and respect for the roles and perspectives of other professions.
  2. Apply this knowledge in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.