The Medical College of Georgia at Augusta University/ Charlie Norwood Veteran Affairs Medical Center
The Augusta University/Medical College of Georgia-Charlie Norwood Veterans Affairs Medical Center Psychology Internship (AU/MCG-Charlie Norwood VAMC Psychology Internship) was formed in 1982 and has been accredited by the American Psychological Association (APA) since 1983. The APA Commission on Accreditation is recognized by both the Secretary of the U.S. Department of Education and the Council for Higher Education Accreditation as the authority for professional education and training in psychology. The internship was most recently accredited for 10-years with the next site visit scheduled for 2029. * The internship is a proud member of the Council of Clinical Health Psychology Training Programs.
This doctoral internship program is also a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). The administrative, financial, and educational support of the internship is equally shared by Augusta University/MCG and the Charlie Norwood VAMC. The Internship was formed to provide psychology internship training with a focus on interdisciplinary health care settings. With the broader institutional missions of the Augusta University/Medical College of Georgia and the Charlie Norwood VAMC aimed at providing outstanding educational and clinical service programs involving health professionals, biomedical scientists, and educators at the undergraduate, graduate, and postgraduate levels, this psychology internship has had a breadth of training opportunities in interdisciplinary contexts.
The consortium has notified APA/CoA/OAA in May 2022 of intent to dissolve the consortium agreement. In other words, Augusta University and the Charlie Norwood VAMC intend to split into two separate internships. We are fully committed to maintaining accreditation as a consortium until we achieve independent accreditation during this transitional period. Despite the expected changes, we are committed to having high-quality training for the upcoming year. The primary affect that this has on training is that clinical work will be solely occurring at the site that is funding a given emphasis track (see below). For the time being, didactic seminars, workshops, social events, and administrative functioning continues to occur across sites. This website is focused on the Augusta University positions (see below). Here more details on the Charlie Norwood VAMC positions.
Jump to: Our Training Model Matching By Emphasis Tracks Adaptions in response to COVID-19
Our training model focuses on three primary facets of training in the development of professional psychologists:
(1) Training in the implementation of essential practice skills in key field settings;
(2) Training in an empirical approach to practice (fostering attitudes of empiricism and reflection);
(3) Training in the provision of care for underserved populations and areas.
A distinguishing characteristic of our training efforts has been our focus on producing professional and racially/ethnically diverse psychologists who are well prepared for and seek out careers that are directed toward integrated approaches to health care issues and who aspire to cultural humility in their practice. Consequently, the internship has combined solid grounding in core clinical psychology skills with emphasis training in the areas of medical psychology and health behavior care.
Integral to all required rotations and track experiences are joint educational and clinical service activities with primary care physicians, psychiatrists and other physician specialists, nurse practitioners, social workers, and other allied health professionals. Furthermore, core competencies that are taught include skills specifically relevant to the provision of mental health care in medical settings:
(1) the application of clinical assessment and treatment in medical settings;
(2) the ability to function effectively as a member of an interdisciplinary team;
(3) the development of consultation strategies in medical contexts.
Consistent with overarching principles of professional psychology training the curriculum of the internship is intended to provide sequential and cumulative opportunities for the development of and demonstration of core competencies. Furthermore, we strive toward diversity among our trainees and faculty and a training environment that is supportive of diverse individuals and achievement in cultural/diversity competence.
Learn more details you can download our brochure.
Note that when applying via APPIC – for the academic year 2025-2026, Interns will see and select from seven track choices noted above. Within the application to APPIC, applicants should apply to no more than 3 emphasis tracks during the application phase.
Interns may apply for any or all of the tracks on their APPIC match forms.
The program begins in early July and carries an annual stipend of $33,891. We currently fund 9 interns and anticipate funding 10 interns for the Class of 2026.
Application deadline: November 1, 2024
Starting date: July 1, 2025
(Last revised 08-2024)
* For any additional information regarding the accreditation status of the internship contact the American Psychological Association, Office of Program and Accreditation, 750 First Street, NE, Washington, DC 20002-4242 (Phone 202-336-5979). http://www.apa.org/ed/accreditation/index.aspx
The VAMC, AU/MCG and ECRH have specific organizational policies related to COVID-19 safety and responding to COVID-19 symptoms, or possible exposures to COVID-19 positive individuals. Interns and faculty are following these procedures. If we have learned one thing thus far, it is to be flexible and be prepared for things to change. We continue to make an effort to respond quickly to changing conditions, whether they be institution-wide or in response to changed circumstances with a particular clinic or with a specific patient. We will continue to adapt and do our best to keep everyone safe while also making sure that interns have a rich learning experience through which they can continue accumulating the requirements for successful graduation and licensure.
