Alea Baron

Alea Baron is a fourth year Psy.D. student in Clinical Psychology at Pepperdine University. She received her MA in Clinical Psychology, with an emphasis in marriage and family therapy from Pepperdine and her BA in psychology from the University of California, Irvine. She is currently a pre-doctoral intern at North Carolina State University Counseling Center. Her practicum placements include: MFT trainee for Green Dot Public Schools at a high school in Inglewood, Psy.D. trainee at the Pepperdine Community Counseling Center in Irvine and West LA, Psy.D. trainee for the Department of Mental Health-Specialized Foster Care program, and Psy.D. trainnee UCI Medical Center. She has worked as a behavioral therapist with Autistic children for ACES Autism. She has also served as CPAGS Divsion II representative and Secretary. Her dissertation research interests include how parent-child relationships affect child self-esteem of at-risk youth in academic settings. Clinically she is interested in working with individuals needing support around interpersonal dynamics, grief, existential questions, self-esteem, growth/motivation, communication, and relationships.

Rachel Berry

Interests include: sexual violence, intimate partner violence, family-of-origin issues (e.g. adult children of alcoholics, dysfunctional families), LGBTQ issues, alcohol & substance abuse issues, body image & eating concerns, depression & anxiety. My approach draws from time-limited dynamic psychotherapy and relational therapy.

Jennifer Begun

Interests include: behavioral health, depression, anxiety, substance abuse and identity issues. I work in congruence with Student Health Services to create a space for students to discuss how their behaviors affect their emotional, spiritual, and physical health. I believe that in working together change can be created to improve overall well-being.

Beth Glueck

Ph.D. (2013), Counselor Education, North Carolina State University
M.A.  (1999), Community Counseling, Appalachian State University

Triage Counselor:  Provides same day brief screening, crisis assessment, and referral to treatment.

Application Process – Pre-Doctoral Internship in Psychology


Thank you for your interest in NCSU’s Counseling Center’s Pre-doctoral Internship Program. We anticipate offering two positions for the 2014-2015 internship year. You will find information about the application process below. Please feel free to contact the Training Coordinator regarding any questions you may have.


By the application date, applicants will be expected to have completed two practicum experiences with a minimum of 400 intervention hours.   All formal academic coursework, accepted dissertation proposal and practicum training requirements should be completed prior to beginning the internship.   Passing a criminal background check, having essential vaccines/inoculations and signature of the agency confidentiality policy are required by the Counseling Center for matched interns.

Application Deadline

Monday, December 1, 2014  5 PM EST

Application Process

To apply electronically, please follow instructions for the AAPI Online. Please make sure that your AAPI Online includes the following:

  • Statement of interest and how the Pre-doctoral Internship Program at NCSU fits with your experience, training goals and longer term plans
  • A completed APPIC application packet
  • Vita detailing educational, training, practicum, and employment experiences
  • Official transcripts of graduate coursework
  • Three letters of recommendation, two of which must be from persons familiar with your recent clinical/counseling work.
  • Part I of APPIC Application for Psychology Internship
  • Academic Program’s Verification of Internship Eligibility and Readiness

Skype interviews will be held 1/7, 1/8, 1/9, 1/12 and 1/13. Skype interviews typically range between 30-45 minutes in length and are conducted with members of the staff. Applicants are notified of invitation for a phone interview via email and are asked to sign up through an on-line scheduling program. Visits to our Center will occur in early January. These visits are arranged with the Training Coordinator.

Contact Information:

For questions about our Internship Program, please contact Dr. Chris Carden, Coordinator of Training at 919-515-2423, or via e-mail at

Counseling Center

NC State University

2815 Cates Ave.  Box 7312

Raleigh, NC  27695-7312


Intern Stipend, Leave, and Benefits – Pre-Doctoral Internship in Psychology

The Pre-Doctoral Psychology Internship is a full-time, one year, 2000 hour, paid internship.  The Pre-Doctoral internship is for a full calendar year (July through June) and interns must be able to commit to full-time work during the training program.  Focus of time will be on direct service with clients.

The stipend for the internship is $25,000 annually (July through June).  The training program also provides full benefits and leave equivalent with an EPA position at the university.  This includes full employee benefits, including health care and flex options.  Interns receive the same amount of leave as other EPA employees. Annual leave is accrued at 16 hours per month, and sick eave is accrued at 8 hours per month. In addition, interns have university holidays off.  The university typically closes between Christmas and New Year to save on energy costs. Depending on the designated state holidays staff, including interns, may need to use some leave during this time (usually 0-2 days).  Leave requests must be submitted for approval and it is encouraged that larger amounts of leave taken during slower times of the semester to allow us to
better serve students.  Please review NC NC State University Benefits Website for more information.  In addition, Interns will be provided with professional development money and educational leave.

Interns receive a University ID which allows them access to the NC State University Library and check out materials for an extended length of time.  Interns also have membership at the university recreational center (for a nominal fee), access to many cultural and social events on campus, use of the Wolfline bus, and access to dining facilities on campus.

Interns are also entitled to purchase a staff parking permit.  Transportation will deduct the cost monthly, pre-tax, from employees checks if they prefer.  Interns receive clerical and technical support for client scheduling, business and travel arrangements, computing, and general office functions.  Each intern has a private fully furnished office with a computer and wi-fi access.  Interns are also eligible for a number of other employee discounts that are outlined on the HR Benefits page.

There are nearby a number of other activities that are close by that might be of interest. The Pullen Arts Center, run by the city of Raleigh, is adjacent to campus and offers affordable classes in pottery, jewelry making, painting and more. Pullen Park is also close-by and houses picnic areas, paddle boats, playgrounds, and a merry-go-round and mini-train.  The location of the university allows for numerous opportunities.

Sample Weekly Schedule – Pre-Doctoral Internship in Psychology

The Pre-Doctoral Internship in Psychology is a full-time, one year, paid internship.  A sample 40-hour weekly schedule is described below. While the experiences described in this section generally remain constant, the specific number of hours devoted to each activity may vary.  This is a sample of a typical Intern schedule and may be modified depending on the time of the year, completion of activities or seminars, and with respect to any specialized focus, and any systemic changes in the Center.

Direct Services Activities: Hours Per Week
Intakes (Personal, Academic & Career) 4 – 6
Individual Counseling Follow-Ups 12 – 20
(Personal, Academic & Career)
Triage 0 – 3
Outreach Programming 0 – 4
Group Counseling 0 – 2
Consultation 0 – 1
After Hours / On-Call 0 – 1 (Rotates through staff)
Observing Senior Staff 0 – 1
Total Direct Service: Ave 20 – 25
Training – Supervision Activities:
Individual Supervision 2
Group Supervision 1
Training Seminar Topics 2 – 3
Case Consultation 1
Supervision of Group Counseling 0 – 1
Supervision of Supervision 0 – 1
Total Training & Supervision: Ave 8
Administrative Activities:
Clinical Notes & Paperwork 5
Preparation for Supervision 1
Outreach Preparation 0 – 2
Staff Meeting 2
Professional Development 0 – 2
Committee Meetings / Center Involvement 0 -2
Total Administrative: Ave 10
Approximate Totals: 40


Please note: We expect all trainees to take a lunch break when appropriate (when full or most of day is worked).  Self-care is essential for a positive and successful training experience.  We attempt, with all staff, to encourage balancing our busier times with some respite where possible. We feel that for all new professionals learning to set
limits and establishing reasonable goals is an important part of self-care and
is a goal of the training program. Also, trainees are not able to see students after the Center is closed, unless the supervisor has agreed to remain and be available.  This does not include educational outreach presentations which may be scheduled after-hours.

Intern Seminar:

Intern Seminars are designed to enrich the training experience of emerging mental health professionals.  In addition to weekly group process time with the intern cohort and case-consultation meetings with fellow trainees and senior staff, training seminars are offered on a variety of topics.  Seminars are didactic in nature and are illustrated with rich case examples.  Seminars will be offered on a weekly basis for a minimum of two hours.  Some topics will be offered regularly and others will be offered throughout the academic year.

Seminar Topics include:

  1. Multicultural / Diversity Seminar
  2. Clinical Skills / Clinical Issues Seminar
  3. Theories and Techniques Seminar
  4. Assessment Seminar
  5. Outreach Seminar
  6. Supervision of Supervision Seminar
  7. Group Counseling Seminar
  8. Professional Identity / Professional Development


Grievance Procedures – Pre-Doctoral Psychology Internship

A Grievance Procedure is the process used when a trainee has a complaint against the training program.  This might include concerns about supervision, evaluations, harassment, etc.

Part of professional development includes appropriate handling of conflicts in interpersonal matters.  It is our expectation that trainees will initially attempt to resolve disagreements or concerns internally (within the Center), and in an informal manner. When a conflict or dissatisfaction arises for trainees it is our belief that concerns should be addressed in a professional and straightforward manner with the person concerned.  If the conflict is with a senior staff member or a supervisor, we recognize that this situation may feel too risky for a trainee to broach informally.  In these situations or in circumstances where informal resolution has been attempted, but the trainee does not feel the issues have been fairly addressed or appropriately resolved, the trainee should follow the listed “levels” of staff in pursuing a grievance.  This guideline should also be used when the grievance is regarding a supervisor, another staff member, or a complaint about the training program in general.

The trainee should address:

  1. the person(s) with whom there is a conflict when possible
  2. the trainee’s individual supervisor (if the concern is regarding the direct supervisor, then the trainee should go to the Training Coordinator)
  3. the Training Coordinator (if the problem is with the Training Coordinator, the trainee should go to the Assistant Director for Training)
  4. The Assistant Director for Training, or Director of Counseling Center if the issue is with the Assistant Director for Training. If unavailable the trainee should talk with another member of the Administrative Team (Director level staff)

At any time a trainee may consult with a relevant person from their academic program (Advisor, Training Coordinator, etc.).  We encourage trainees to seek assistance in a professional manner, and follow the ethical guidelines of their profession.  We discourage the trainee from involving non-relevant or inappropriate persons in this matter (i.e., other trainees who are not involved in the situation, others whose involvement will not help remedy the situation).

At any time a staff person may consult with relevant personnel regarding any complaint brought to their attention.  This is with the intent that the trainee’s concern is taken seriously and that fair consideration is given to the complaint.  Concerns will initially try to be resolved informally (when appropriate) and would be resolved at the Coordinator or Administrative Team/Director level. At any point a non-involved staff person may be brought in to mediate the situation. The mediator would be someone that both the staff member in question and the trainee find reasonably acceptable as a mediator.  In these situations written documentation would be sought from both parties. If in-house mediation fails, and the Counseling Center Director feels the matter should be further pursued, the Director may do one or more of the following: (1) ask for a formal university mediation process to occur, (2) may form a Review Panel (3) and/or may consult with appropriate university personnel on determining further action (i.e., legal affairs, student affairs, human resources).  The trainee’s academic program would be notified by the Center of the trainee’s concern as when actions such as mediation or beyond takes place.

These guidelines are intended to provide the trainee a process to resolve perceived conflicts that may or may not be resolved by informal means.  Trainees who pursue grievances in good faith will not experience adverse personal or professional consequences.